FSU-Tallahassee

OBJECTIVES: At the conclusion, the participant should be able to: • DISTINGUISH between feedback and evaluation; • DESCRIBE why high-quality, useful feedback is important for student learning and clinical thinking; • DESCRIBE evidence-based techniques to assess student learning styles, individual learning needs, and feedback strategies that promote critical thinking; • APPLY the four-step, ARCH model of feedback in preparing for and facilitating a feedback session with a student; • DEMONSTRATE strategies to create a set of learning-centered, specific, measureable, attainable, and relevant student goals and action plans. Questions and answers will allow for audience participation.