Complexities of Delivering Corrective Feedback in Clinical Education for Speech-Language Pathologists

Abstract

Purpose: The intent of this tutorial is to promote speech-language pathology clinical educators' professional knowledge of feedback as a pedagogical intervention. This tutorial was formatted to enhance an educator's effectiveness in implementing feedback to promote professional growth for speech-language pathology students, new graduates, and those learning new skills. Special attention is given to the use of feedback in the supervisory conference. Method: Online databases were used to complete a focused literature review to identify current trends and evidence for using feedback in clinical education. Discussion: The construct of feedback, corrective feedback, and the sequencing of feedback are described. Feedback as a teaching tool in clinical education settings is often characterized as a learning conversation grounded in adult learning theory. Comparisons between feedback, adult learning theory, and various pedagogical approaches will be drawn. This tutorial highlights the interpersonal nature of feedback and explains how giving and receiving feedback are influenced by the cognitive and affective states of both the educator and the learner. Examples of utilizing feedback in various situations are provided to promote generalization between the tutorial and the reader's daily work. Conclusion: Recommendations for the use of feedback to inform the next steps in research and educational implementation are provided.