Joanne Alfieri¹
Carlos Gomez-Garibello² and Maryam Wagner¹
1 McGill University
2 Institute of Health Sciences Education - McGill University

Background
The transition to competency-based training models builds upon the delivery of frequent, workplace-based feedback based on direct observation of trainees’ performance. It is integral to ensure that high-quality, individualised feedback is delivered to maximise learning. Achievement goal orientation and fixed/growth mindset frameworks provide an avenue for structuring feedback such that it is both effective and individualised for each learner. 

These motivational frameworks are helpful to better understand learners’ responses to feedback, and their feedback-seeking behaviour, and through this understanding, feedback may be individualised. According to these frameworks, mastery-oriented learners seek challenging tasks to enhance their competence; thus, welcoming constructive feedback. In contrast, performance-oriented learners aim to demonstrate their competence to others, seeking only positive appraisals from them or avoiding receiving feedback altogether. 

Why is the topic important for research and / or practice?
Even though the importance of feedback has been extensively reported in the health sciences education literature, it remains a challenge for educators to generate and deliver feedback that is meaningful, so learners can take action and enhance performance. One solution is to use motivational frameworks as the basis for delivering effective feedback that is tailored to learners’ motivations and mindsets. Educators would greatly benefit from support on how to deliver such feedback. 

This interactive workshop will introduce participants to these frameworks and draw upon research findings to offer concrete methods of delivering individualised, and constructive feedback. 

Workshop format, including participant engagement methods
The workshop will be delivered through mini-plenaries, activities, and discussions. The workshop will begin with an introduction to principles of feedback and goal orientation theory. Then, the workshop will engage participants through the alternating use of videos, moderated discussions, and short activities (e.g., goal-orientation questionnaire, role playing). A series of four videos have been specifically developed depicting teacher and learner feedback interactions to illustrate different types of feedback delivery based on a motivational framework. The workshop concludes with a summary of key ideas. 

Who should participate?
The workshop is intended for any health professions educator and learners interested in assessment, feedback delivery and use. 

Level of workshop (beginner / intermediate / advanced)
Beginner - Intermediate
 

Take-home messages / workshop outcomes / implications for further research or practice 

Participants will be able to: 

Maximum number of participants
5 participants maximum 

References (maximum three) 

Cook DA, Artino Jr AR. Motivation to learn: an overview of contemporary theories. Medical education. 2016 Oct;50(10):997-1014. 

Dweck CS. Mindset: The new psychology of success. Random house; 2006 Feb 28. 

VandeWalle, D. (2003). A goal orientation model of feedback seeking behaviour. Hum Resource Manag Rev, 13(4), 581-604.