Abstract
AbstractFeedback is regarded as a highly important component in improving work and learning; despite this, there is a lack of research into what feedback types and characteristics cognitive behaviour therapy (CBT) students value. The aim of this current research was to identify which types of feedback are valued most by CBT students during training. Using a budgeting methodology, students were asked to ‘purchase’ feedback types they valued the most in their learning. This was achieved by using budgets of different sizes to distinguish between necessities and luxuries as part of an online study. Out of nine types of feedback provided during CBT training, the written feedback on full session video recordings of their own therapy was identified as most valuable to students’ learning. Written feedback on full session video recordings is highly valued by CBT students. This arguably justifies the workload involved for training courses in providing detailed formative feedback on therapy recordings.Key learning aims (1)To know which aspects of feedback are prioritized by CBT students during training.(2)To explore these preferences using a budgeting paradigm from broader educational literature.(3)To help supervisors and trainers know how to prioritize if time and resources are stretched.
Published Version
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