Giving feedback
Key themes to consider
Key themes for mentors to consider when writing feedback on a learner’s progression.
| 1st year learners | 2nd year learners | 3rd year learners |
|---|---|---|
| Subject knowledge Sound knowledge of the basic concepts. |
Subject knowledge Sound understanding of the principles of professional practice, and will have learned to apply those principles widely. |
Subject knowledge Understanding of a complex body of knowledge, some of it at the current boundaries of professional practice. |
| Levels of safety and responsibility Clinically safe, and accurate, requiring some supervision. Begins to develop own professional principles and judgement and is therefore able to challenge ideas. |
Levels of safety and responsibility Clinically safe, accurate when working alone with minimal supervision. Applies own professional judgement and experience to make clinical decisions and is able to accept challenge from others. |
Levels of safety and responsibility Clinically safe, accurate when working alone without supervision. Able to critically review evidence, arguments and assumptions to reach sound clinical decisions; and is able to accept challenge from others. |
| Characteristics of performance Increasingly efficient, co-ordinated and confident in the delivery of care. Needs some reminders and prompting to facilitate the delivery of care in non-routine situations. |
Characteristics of performance Proficient, co-ordinated and confident in the delivery of care. Needs minimal prompting to facilitate the delivery of care. |
Characteristics of performance Highly proficient, co-ordinated and confident in the delivery of care. Needs no prompting to facilitate the delivery of care. |
| Levels of supervision Evaluates own performance, although appreciates regular feedback. Begins to interact effectively within a team and is able to develop professional partnerships. Recognises personal strengths and areas for development. |
Levels of supervision Actively seeks and makes use of feedback. Begins to take a leadership role in care delivery and within a team. Evaluates own performance and others performance. |
Levels of supervision Actively seeks and makes use of feedback. Takes a leadership role in care delivery and within a team. Evaluates own performance and others performance. |