Feedback 1

Providing feedback is crucial during the learning process for preceptors. Two approaches, directive and elaborative, can be used. In both cases, it is important for preceptors to plan and deliver feedback at the right time and place. They should be clear, descriptive, and focus on behavior rather than personality. Feedback should be specific, and students should verify it. Honesty is key. Poorly handled feedback can lead to embarrassment and defensiveness, negatively impacting the learning experience. Providing feedback is one of the important steps a preceptor will engage in during the learning process. When providing feedback, the preceptor provides the preceptee with critical information on their clinical performance. There are two main approaches to use when providing feedback, the directive approach and the elaborative approach. When using the directive approach, the preceptor will share their thoughts with the student's performance for a particular encounter. In the elaborative approach, the preceptor prompts the student to reflect on their practice and encourages them to be engaged in the dialogue. Despite which approach is used, there are key factors that the preceptor should keep in mind when providing feedback. These factors include planning the feedback and providing it at the right time and place, be clear and explicit, be descriptive, focus the feedback on the actual behaviour and not the student's personality, be specific and clear, make sure the student verifies the feedback you are providing them and most of all, be honest. It is important to be mindful of these factors when providing feedback because if the feedback is handled poorly by the preceptor, it can lead the student to feel embarrassed and may cause them to become defensive. This could ultimately have a negative impact on the overall learning experience.