The templates used for feedback include:
1. Pendleton Method- 4 aspects.
a) What did the learner think went well?
b) What did you, the observer think went well?
c) What did the learner think went badly?
d) What did you, the observer think went badly?
One of the difficulties that I've encountered with this model, is that it can be a bit rigid, also if you think about it, most of us would like to start with what we think went badly and not well. Anyway, it's a good model to fall back on when the conversation gets stuck.
2. Set-Go as part of the Calgary-Cambridge method
This is probably more natural but careful not to 'sandwich' the feedback though.
3. The consensus is that the 'sandwich model' of feedback is probably not ideal any longer- don't cover the bad news with good news on either side.
From a supervision perspective and giving feedback, consider,
1. Microskills teaching- one minute preceptor model
If you look at it closely, the 4th microskill is effecively sandwiched (not good) between 2 episodes of bad news so it may be worthwhile plugging the 5th skill with the 3rd.
2. SNAPPS model.
Supported by the College as well.
In summary, what I've given you is I hope a template on how 'best' to provide feedback to our juniors when they present their patients to us. We all do it to various degrees in our practice and I'm hoping that this will give you a guide as to whether you're doing it appropriately or whether there are some aspects that you could improve on.
So,consider SNAPPS model; within the discussion, consider SET-GO; and focusing down further, consider Hattie-Timperley and feedback on the task, process or reflection but not on the learner. Finally, think adult-centred learning, get the juniors to do most of the talking, exploring options and reflecting.
Again, let me know if you have any questions. For those interested and as part of your development/ITAs/WBAs, it might be worthwhile to have a peer or senior observe how you supervise and feedback to the juniors, then offer you some feedback of the process.