feedback revised

Feedback is an important part of the learning process for preceptors and instructors. There are two main approaches: directive and elaborative. In the directive approach, the preceptor shares their thoughts on the student's performance. In the elaborative approach, the preceptor encourages the student to reflect on their practice. Feedback should be planned, clear, focused on behavior, honest, and given at the right time and place. Poorly handled feedback can make students feel embarrassed and defensive. Providing feedback is one of the most important steps a preceptor or instructor will engage in during the learning process. When providing feedback, the preceptor or instructor 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 or instructor will share their thoughts on the student's performance for a particular encounter. In the elaborative approach, the preceptor or instructor prompts the student to reflect on their practice and encourages them to be engaged in the dialogue. Despite which approach is used, feedback should be planned and provided at the right time and place, be clear, descriptive and focused on the actual behaviour and not the student's personality, verified by the recipient and honest. It is important to be mindful of these factors when providing feedback because if the feedback is handled poorly, it can lead the student to feel embarrassed and may cause them to become defensive.