Workshop Facilitators: A/Prof Margaret Bearman, Prof Elizabeth Molloy

Feedback conversations are important for learning through assessment but unfortunately they often don’t deliver on this potential. Despite literature espousing active learner involvement in feedback, ‘interactions’ often take the form of well-intended supervisor monologues. This workshop describes the phenomenon of intellectual candour or “…disclosure for the purpose of one’s own learning and the learning of others” (Molloy and Bearman 2018, p 1). We outline how educators judiciously disclosing their own uncertainties may influence feedback conversations for the better. In this workshop, illustrative examples of workplace assessment conversations will be presented, foregrounding how the healthcare assessment milieu influences learners reluctance to render themselves vulnerable. Participants will experiment with how ‘the moves’ of the educator can promote or stifle learner engagement in feedback, with a particular focus on intellectual candour.