Exploring Negative Feedback – Is There a Positive Side?

  • Russell Gurbutt Faculty of Health and Wellbeing, University of Bolton, Bolton BL3 5AB, United Kingdom https://orcid.org/0000-0003-3403-8288
  • Dawne J Gurbutt Centre for Excellence in Learning and Teaching, University of Central Lancashire, Preston PR1 2HE, United Kingdom
Keywords: Feedback, Flipped classroom, Health, Reflection

Abstract

This article considers student feedback and its interpretation in relation to developing students' personal development planning.  At the outset of professional education required values and behaviours might not be in evidence.  Student feedback can be used as a point for learning so that values and preferences that are not a ‘given’ can be given the space needed to enable communication skills, empathy and compassion to grow.  We should anticipate that not everyone has these at the outset of professional education and honesty in identifying through feedback what is lacking is a good starting point to develop individualised student support.

Author Biography

Dawne J Gurbutt, Centre for Excellence in Learning and Teaching, University of Central Lancashire, Preston PR1 2HE, United Kingdom

 

 

References

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Francis, R. (2013). Report of the Mid Staffordshire NHS Trust Public Inquiry. London, UK: HMSO. Retrieved from: https://bit.ly/2L2WrZt [Accessed 10/10/2018].

Goffman, E. (1956). The presentation of self in everyday life. New York, NY: Random House.

Health Education England, (2016). Values based recruitment framework. Leeds, UK: Health Education England. Retrieved from: https://bit.ly/2FlPFw9 [Accessed 10/10/2018].

Health Education England, (2017). Person-centred care. Leeds, UK: Health Education England. Retrieved from: https://bit.ly/2DnyfwR [Accessed 10/10/2018].

Published
2018-12-19
How to Cite
Gurbutt, R., & Gurbutt, D. (2018). Exploring Negative Feedback – Is There a Positive Side?. Journal of Learning and Student Experience, 1, Article 11. Retrieved from https://jolase.bolton.ac.uk/index.php/jolae/article/view/38
Section
Lessons From the Front Line