FSU-Sarasota

At the conclusion, the participant should be able to:

1) DISTINGUISH between feedback and evaluation; 2) DESCRIBE why high-quality, useful feedback is important for student learning and clinical thinking; 3) DESCRIBE evidence-based techniques to assess student learning styles, individual learning needs, and feedback strategies that promote critical thinking; 4) APPLY the four-step, ARCH model of feedback in preparing for an facilitating a feedback session with a student; 5) DEMONSTRATE strategies to create a set of learning-centered,specific, measureable, attainable, and relevant student goals and action plan. Questions and answers will allow for audience participation.