NOVEMBER 1997, VOLUME 25, NUMBER 2, Abstract 7


Douglas Farnill, University of Sydney

Jill Gordon, University of Sydney

Di Sansom, University of Sydney

Constructive feedback can play an important role in clinical supervision.  Timely feedback in a supportive supervisory relationship addressing both the positive and negative features of clinical performance can enhance the acquisition of professional knowledge and skills and lead to the development of valid and accurate self-evaluation.  This paper summarises reasons why feedback is not always provided optimally, and discusses the key components of effective and constructive feedback.  Feedback should be timely and expected, be provided within a supportive and trusting relationship, be specifically linked to clinical behaviours that are within the control of the supervisee that are amenable to change, include both positive and negative aspects, and preferably be offered in a sequence designed to enhance the skills of self-evaluation.  The paper suggests a four-phase sequence which can structure feedback to achieve these effects.

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