• Pedagogy and Andragogy
• Learning Theories
• TLC Teaching Model
• Learning Goals and Objectives
• Formative Assessment
• Summative Assessment
• Sequencing Course Content

Feedback is a critical multi-dimensional component of the teaching and learning process. Instructional feedback occurs from the instructor(s) to the students, from students to the instructor(s), and amongst students in the form of peer-feedback. It is important to consider how you will incorporate all three forms of feedback into your teaching context throughout the course, not just at the end. 
 

When delivered effectively, feedback can:

• Correct misunderstandings and/or confirms understandings in advance of a summative evaluation

• Improve clinical practice → better patient outcomes

• Help students focus on effort not grade → fosters growth mindset 

• Contributes to a positive, “brave”, learning environment 

Data suggest that feedback should have these 7 characteristics:

• Timely
• Actionable 
• Descriptive
• Explicitly Labeled
• Nonjudgemental
• Related to Known Goals
• Constructive

Providing Effective Feedback (1 hour Seminar Presentation by Dr. Saroj MIsra, KCOM)

Giving and receiving effective feedback (7 page article)

Feedback in Canvas (14 page reading)

Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching (14 page article)

Offer action-oriented feedback (Universal Design For Learning 3.0 Guidelines, 1 page reading)