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Pat Capps Covey College of Allied Health Professions
Department of Occupational Therapy
 
 
 
Fieldwork - Remediation Ideas - Accepting Feedback
   
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    •  Observation
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    •  Accepting Feedback
    •  Help When a Student is Failing
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A student who is not accepting of feedback often has a defense mechanism blocking his/her ability to actively listen. The student may be denying it is his/her responsibility to change. The student could be defensive. The student could be withdrawn. The student could appear stubborn and resistive to change. The student may be tired of hearing the same feedback. The student may be down and not sure what else to do. Either way, you are both probably uncomfortable with the situation at the present time.

Make an appointment to meet with the student daily if possible, if not daily, then at least twice weekly. This will eliminate the possibility of avoiding each other and set the stage to make the meetings gradually more comfortable.

  1. Each of you should prepare a list of experiences or learning opportunities provided to the student that day or week ( i.e. evaluations conducted, client treatments, etc..). Now identify your reflection of how the student performed during each experience. Each statement on the list must begin with “I” not “you”. The fieldwork supervisor’s list may have beginning statements such as I observed …, I noted.. , I saw the client do this.., I heard the nurse say…. The student should make his/her list of experiences and identify his/her reflection of the process.

  2. Begin your meeting dialogue by comparing the positives. Discuss the diversity of responses between the student and yourself. Summarize what you both perceive as going well.

  3. Next, ask the student to identify their perceptions of the negatives for the day. Listen carefully. Discuss your perceptions of the negatives and dialogue about the differences. Be an active listener. Make eye contact. Allow the student time to speak their perceptions. Summarize what both of you perceive as not going well.

  4. Conclude with the student formulating an action plan that includes what experiences they want and what they will do differently to promote a different outcome.

  5. Try to identify ways in which the student can learn to critique him/ herself or be observed by someone else and get feedback. This will provide multiple sources of feedback to the student. Often when a student reviews his/her own work at a later date the perception is different. Have student watching a videotape of him/herself performing a specific procedure and ask him/her to evaluate the performance. Can the student now identify their weaknesses?

  6. Ask the student to start a personal journal where they reflect at the end of each day on the positive and negative experiences. This can be just for the student him/herself to read. Encourage the student to vent and write freely and then reflect back to see if they identify changes in him/herself.

Helpful suggestions for providing feedback:
  • Be very specific when giving feedback in regards to each situation
  • Give feedback in a private area not in front of others
  • Be honest
  • Provide suggestions for improvement
  • Provide feedback on a situation as quickly as possible
  • Always make sure the student understands the feedback given
  • Focus your feedback on the behavior
  • Base your feedback on first hand experience

If this plan is not helping, contact the Academic Fieldwork Coordinator for further suggestions.







 
University of South Alabama Pat Capps Covey College of Allied Health Professions Department of Occupational Therapy