Meaningful feedback between learners and educators in the workplace: Seminar – 15 August 2018
19 July 2018
Feedback is frequently emphasised as a cornerstone of effective health professions education, yet there remains a feedback problem: while learners and teachers recognise its value, both groups are dissatisfied with its implementation. So how can educators foster more effective feedback in workplace settings? Join A/Prof. Rose Hatala as she shares insights from a series of qualitative research studies exploring the conditions that appear to support meaningful feedback in the workplace.
| When? | 2.30 pm to 3.30 pm, Wednesday 15 August 2018 |
| Where? | Deakin Downtown – Level 12, Tower 2, 727 Collins Street, Melbourne (Collins Square). Online and on-campus options are also available |
| Catering? | Afternoon tea will be provided |
| Cost? | This is a free event |
| Register? | Register here! |
Through a series of qualitative research studies, using a socio-cultural lens, we have gained insight into some of the conditions that appear necessary for fostering effective feedback in the workplace. The study findings highlight the complexity of feedback relationships between faculty and learner that have been under-emphasised in many feedback models.
Rose is the Director of the Clinical Educator Fellowship Program at the University of British Columbia’s Centre for Health Education Scholarship (CHES), an Associate Professor in UBC’s Department of Medicine, and a general internist at St Paul’s Hospital. She has extensive frontline experience as a clinical educator for undergraduate and postgraduate learners, in addition to her experience with both in-training and high-stakes assessment methods. Her primary research interests are in-training and high-stakes assessment methods, and she is also interested in clinical reasoning, particularly diagnostic reasoning, and the use of simulation technology for learner education.
