University of Phoenix Structure your Feedback Discussion

Within the Discussion Board area, write 500–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas. Focus on the following questions:

  • How are you going to structure your feedback meeting?
  • Are you sharing with one individual or a group?
  • Which step or part of the feedback meeting are you most apprehensive about? Why?
  • What will you do to mitigate the problem if your concerns take place?

Expert Solution Preview

Introduction:
As a medical professor, providing feedback to students is an essential part of their growth and development. It not only helps students to improve their performance but also encourages them to continue learning and striving for excellence. In this discussion, I will share my thoughts about structuring feedback meetings, sharing feedback with individuals or groups, my apprehensions about the meeting, and how to mitigate any potential problems.

How are you going to structure your feedback meeting?
I believe that the feedback meeting should be structured in a professional, respectful, and constructive manner. I will start by setting the tone for the meeting, emphasizing the importance of feedback and how it can help in enhancing their performance. Then, I will start by discussing the areas where the student performed well, followed by areas that need improvement. I will provide detailed feedback, including examples to help them understand the feedback better. In addition, I will encourage students to share their feedback to promote openness and two-way communication.

Are you sharing with one individual or a group?
The mode of feedback will depend on the number of students that need feedback. If it’s just one student, I would provide individual feedback, which would allow for a more personalized approach. However, if it’s a group, I would provide collective feedback to everyone as a group, as this would save time, streamline the process and promote group cohesion.

Which step or part of the feedback meeting are you most apprehensive about? Why?
The step I’m most apprehensive about is providing feedback about the areas where the students need improvement. Some students may feel discouraged or demotivated when given negative feedback. However, as a medical professor, it’s my responsibility to provide constructive feedback that addresses how they can improve in the areas highlighted. As such, I plan to use a positive feedback sandwich approach, where I start with something positive, then provide constructive feedback and end with a positive comment to uplift their spirits.

What will you do to mitigate the problem if your concerns take place?
If there is a problem with demotivation during the feedback meeting, I will utilize a strengths-based approach where I will focus on the strengths of the student and build from there. Positivity often reinforces the will to keep learning, thus I will use positive language throughout the feedback session. In addition, I will provide guidance on step by step actions to take to address the areas of improvement, create an open dialogue, and encourage them to seek help and advice from their academic advisors.

Conclusion:
Providing feedback meetings can be daunting. However, it’s essential as it helps the students to improve their performance, address their weaknesses, and enhance their strengths. Structuring the feedback meeting should promote professionalism and respect while providing the feedback, whether to a single individual or group. Apprehensions about providing corrective feedback should be approached with positivity and encouragement. Finally, efforts to mitigate any potential issues should aim to maintain positivity and promote growth.

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