When do you give feedback?
This can be answered two ways: 1) Occasions or events when this is given and 2) point of the learning process.
Occasions or events
Feedback to learners should be given in instances when we conduct a teaching session.
As clinicians, when we teach our patients an exercise or a movement, give feedback to them during the treatment session.
As educators, whether classroom, clinical or consultancy, we give feedback to the students for the work that they deliver.
At what point in the learning process
Feedback can be given during or at the moment the learner is being taught the skill or after the skill has been demonstrated.
Consider a situation that you are teaching a patient with stroke how to ambulate using a cane. You would most likely do the following:
1. Inform the patient about the activity that will be conducted. "Today I will teach you how to use a cane when walking". Etc.
2. Give instructions for the activity or demonstrate. "This is how you will do it. First..."
3. Allow the patient to practice. "Why don't you try it".
At this time you could give the patient immediate feedback. For example:
- "Why don't you try shifting more weight on the cane to get a better lift off your affected leg." OR
- "That is good! I can see you are putting your weight on the cane to get a better lift off your affected leg."
4. After the entire activity. You could give the patient feedback as well.
"I think your first time using the cane went well! You were able to walk for about 3 meters continuously. You needed close contact support at this time. I think you need to be more aware of transferring your weight to the cane and keep your balance. We can work on that next session."
In clinical teaching, a clinical supervisor can do a "voice-over" with the student when performing a skill. For example:
Student is learning how to tape an injured knee of an patient/athlete.
The supervisor/clinician is observing the session and noticed that the taping direction is wrong.
"Maria, if we want to protect the knee from valgus, what direct should the force for the taping be?" [checking for knowledge]
"Maria, why don't you change the direction of the taping force from medial to lateral instead." [giving direct suggestion]
This is usually done when patient management will be compromised particularly safety. In the example given above, had the clinical supervisor let the student continue with the wrong taping technique, that would waste the time of the patient and waste resources (tape).
But, if there are no compelling reason to do immediate feedback, then feedback can be given after the entire session has ended.