FEEDBACK THAT CHANGES PERFORMANCE
ALL YEARS | PAGE 79A - GOAL -> DIRECT OBSERVATION -> SPECIFIC FEEDBACK -> NEXT REP ->
RE-OBSERVATION
FEEDBACK RULE: FEEDBACK IS NOT A PERSONAL VERDICT. IT IS PERFORMANCE INFORMATION TIED TO AN OBSERVED BEHAVIOR, A DEFINED GOAL AND A NEXT ATTEMPT. IF THERE IS NO CHANCE TO APPLY IT, THE LOOP IS INCOMPLETE.
A. OBSERVATION-TO-IMPROVEMENT ARCHITECTURE
| Step | Performance job | Required output |
|---|---|---|
| 1. Define the target | Name one observable skill or behavior for this encounter. | A narrow goal the supervisor can actually watch. |
| 2. Invite observation | Ask the supervisor to watch the relevant portion rather than infer performance from the presentation afterward. | Direct evidence instead of proxy judgment. |
| 3. Perform 4. Describe | Complete the task under appropriate supervision without over-coaching during the attempt. Start with what was seen or heard before interpreting it. | A real baseline sample. Specific, non-personality-based feedback. |
| behavior 5. Identify | Connect the behavior to clarity, safety, efficiency, patient experience or team performance. | Why the behavior matters. |
| effect 6. Choose | Convert the feedback into one concrete adjustment for the next repetition. | A feedforward action, not a vague intention. |
| one next move | ||
| 7. Re-perform | Repeat the same or closely related skill soon enough to test the correction. | Evidence that the feedback changed performance. |
| 8. Re-check later | Re-observe in a new patient/case/context after delay. | Transfer and retention, not one coached success. |
TOP 10 FEEDBACK + COACHING CONCEPT - 1: DIRECT OBSERVATION SHOULD COME BEFORE STRONG PERFORMANCE CLAIMS
| DEEP EXPLANATION | WHY STUDENTS MISS IT | EASIEST CLUE |
|---|---|---|
| Detailed coaching is strongest when the educator has actually seen the history, exam, counseling, procedure, | Clinical workflow often rewards judging the final product - the note or presentation - instead of watching how the | Ask: “What exactly did the observer see or hear?” If the answer is unclear, request a direct observation on the |
| presentation or handoff. Indirect impressions can be useful, but they should not be treated as equivalent | learner generated it. | next attempt. |
| evidence. | ||
| TOP 10 FEEDBACK + COACHING CONCEPT - 2: BEHAVIOR-SPECIFIC FEEDBACK BEATS GLOBAL LABELS | ||
| DEEP EXPLANATION | WHY STUDENTS MISS IT | EASIEST CLUE |
| “Your opening summary buried the unstable vital sign” can be practiced. “Be more confident” or “You are weak | Global labels are fast and emotionally memorable, so both teachers and learners may mistake them for | If you cannot turn the comment into a camera-visible or microphone-audible behavior, ask for an example. |
| clinically” is too broad to guide a next repetition. Useful feedback names a behavior, its effect and the desired | precision. | |
| alternative. | ||
| TOP 10 FEEDBACK + COACHING CONCEPT - 3: A LEARNER-DEFINED GOAL MAKES FEEDBACK MORE ACTIONABLE | ||
| DEEP EXPLANATION | WHY STUDENTS MISS IT | EASIEST CLUE |
| Telling a supervisor what you are trying to improve focuses observation and makes the end-of-session | Learners often wait passively for feedback or ask only “How did I do?”, which invites generic reassurance. | Before the encounter say: “Today, please watch my ___ and tell me one thing to keep and one thing to |
| conversation more specific. The goal should still allow the educator to surface an unexpected safety or | change.” | |
| professionalism concern. 2026/27 feedback-coaching expanded edition - educational use; follow school requirements, supervision and local assessment policy |