|The perfect number of Pages to Order
Addressing Barriers and Effective Feedback Strategies
Please respond to each discussion post with 4 to 5 sentences with apa references for each
During observational evaluation in clinical settings, several barriers can hinder the accurate assessment of a student’s performance. There exists an effect known as the Hawthorne effect that refers to the alteration of behavior when individuals know they are being observed. To overcome this, it is important to create an environment that fosters trust and encourages students to act naturally (Demetriou et al, 2019). Observer bias is another barrier where an observer’s preconceived notions, expectations, and preferences influence their judgment. Establishing in advance clear evaluation criteria can help mitigate this. Also, observational evaluations have time constraints which limit the amount of time that information can be gathered. This can sometimes lead to important aspects of a student’s performance to be missed. For this reason, a combination of live as well as simulation settings can help to reduce this barrier.
When it comes to providing feedback, a combination of oral and written formats is often beneficial. Oral feedback allows for immediate discussion and clarification, which can enhance the student’s understanding and engagement. It also provides an opportunity for personalized interaction, allowing the evaluator to address specific questions or concerns. Written feedback, on the other hand, offers a tangible record that students can refer to later, reinforcing the learning process and helping self-reflection. Ultimately, the format of feedback should align with the student’s preferences and the nature of the evaluation. A blended approach that combines oral and written feedback can be effective in catering to different learning styles and maximizing the impact of the feedback provided.
Demetriou, C., Hu, L., Smith, T., & Hing, C. (2019). Hawthorne effect on surgical studies. ANZ Journal of Surgery. 89(12) pp 1567-1576. https://doi.org/10.1111/ans.15475