Anna Trinh, PharmD, MS
PGY-1 Pharmacy Resident
Adventist Shady Grove Medical Center
Feedback serves as the compass guiding learners, especially adult learners, in their educational path. It offers valuable sources of information regarding their performance, progress, and educational achievements. Feedback helps bridging between their current grasp of the subject matter and their desired level of proficiency. Therefore, it is important to have a thorough understanding of the roles, types, and components of effective feedback in the learning process.
The multifaceted nature of feedback becomes apparent when we consider its various roles in education. Not only does it reinforce existing strengths, but also highlighting areas that need attention. Moreover, feedback acts as a corrective tool, offering learners the opportunity to rectify errors and misconceptions in their learning process. This aspect is crucial as it steers learners towards a deeper understanding of the subject matter. Furthermore, feedback operates as a powerful motivator, reinforcing learners' progress and providing recognition for their accomplishments. Additionally, feedback plays a pivotal role in nurturing self-regulation skills among learners. It empowers them to take charge of their educational journey, fostering independence and autonomy, which is also one of the characteristics of adult learning.
Feedback can be classified into different categories. For example, positive feedback encourages and supports learners, while negative feedback highlights areas for improvement; specific feedback offers clear suggestions, while general feedback oversees the entire process; descriptive feedback neutrally describes performance, while evaluative feedback involves subjective judgment2. Research indicates that certain forms of feedback, such as video, audio, or computer-assisted instructional feedback, outperform others like programmed instruction, praise, rewards, or punishment1. Controlling feedback, delivered with a rigid "should" tone, proves to be counterproductive, while extrinsic rewards correlate negatively with task performance1. In general, positive, specific, and descriptive feedback prove to have more positive outcomes than negative, general, or evaluative feedback, even though outcomes may vary with contexts, learner characteristics, and feedback providers2.
Within the healthcare educational setting, particularly for pharmacy students in both the classroom and experiential learning, educators can provide feedback using different strategies. As emphasized in an article by John Hattie and Helen Timperley on "The Power of Feedback" (2007), effective feedback should address three fundamental questions that guide learners: “Where am I going? (What are the goals?), How am I going? (What progress is being made toward the goal?), and Where to next? (What activities need to be undertaken to make better progress?)1”. For instance, in the classroom, providing examples of a "good" answer and posing thought-provoking questions helps foster critical thinking and self-reflecting skills. It is important to create an environment where students feel comfortable asking questions about their performance and seeking clarification on feedback as this helps promote ongoing learning and improvement. In experiential settings, educators can offer examples of both exemplary and less effective performance to help students grasp the expectations and identify areas for improvement. Another strategy is to engage students in reflective discussions about their experiences, encourage them to evaluate their performance, identify challenges, and propose strategies for improvement. Additionally, setting clear expectations and rubrics at the beginning, and tailoring feedback to each learner's specific needs, also prove to be highly beneficial for learners.
When it comes to offering feedback to adult learners, it is crucial to take into account their unique learning traits and attributes. According to Malcom Knowles, adult learning theory underscores differences between adult and child learners, emphasizing adult independence, self-direction, intrinsic motivation, problem-centered approaches, and goal orientation3. These principles inform ways that help provide effective feedback for adult learners, such as involving them in goal setting, acknowledging their experience, and delivering relevant, challenging feedback aligned with learning objectives. Encouraging social interaction among learners fosters peer and self-feedback. Therefore, it is important to provide feedback that is both actionable and in alignment with learners' goals. Additionally, respecting learners' emotions, explaining the reasoning behind feedback, and fostering a space for questions and interactions are all necessary strategies for enhancing the feedback process.
In summary, feedback plays a critical role in education, particularly within the context of adult learning. The intricacies and personalized use of feedback are fundamental for optimizing learning outcomes. Both educators and learners must navigate the complexities of providing and receiving feedback, taking into account its multifaceted nature and being willing to adjust their approaches. If feedback is used effectively, it can serve as a reliable guide to help learners achieve their educational goals.
References:
1. Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
2. What are the best practices for giving constructive feedback to adult learners? Best Practices for Constructive Feedback to Adult Learners. https://www.linkedin.com/advice/0/what-best-practices-giving-constructive-feedback-3c. Published August 25, 2023.
3. Kaufman D. M. (2003). Applying educational theory in practice. BMJ (Clinical research ed.), 326(7382), 213–216. https://doi.org/10.1136/bmj.326.7382.213
