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Provision of Feedback to Students, Part 1: Overview of Strategies.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jolene M. Henning, Associate Professor and ATEP Director (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The relationship between an Approved Clinical Instructor (ACI) and athletic training students creates a unique instructional interaction, A low instructor-to-student ratio allows an ACI to regularly provide feedback to students about the status of their clinical skills. This feedback of student performance, whether it is confirming. correcting. or providing suggestions for change, can be given in many ways, such as written notes, verbal comments, or nonverbal communication (e.g., a nod of the head).1,2 An additional way to provide feedback is with the use of Clinical Encounter Cards (CECs), CECs are small (i.e., the size of an index card), user-friendly feedback cards that provide a way for instructors to give valuable and efficient information to students about their clinical performances.3 Part 1 of this two-part report addresses effective feedback, types of feedback. and how feedback is used in clinical education. Part 2 will provide examples of CECs and discuss ways in which they can be used in athletic training clinical education.

Additional Information

Publication
Athletic Therapy Today, 15 (5), 19-21.
Language: English
Date: 2010
Keywords
Athletic training, Students, Feedback, Assessment, Self