Overcoming Fear of Feedback: Engaging for Improved Performance and Relationships


Provide framework and guidance for students, CIs and CCCEs for embracing feedback as a positive part of professional growth.

Methods and/or Description of Project

Physical Therapists are experts at using feedback and coaching to assist patients in overcoming movement dysfunction. When it comes to providing feedback to and receiving feedback from our students, it can induce fear and avoidance. This outcome is often as result of lack of knowledge and tools to perform feedback for positive change. The presentation utitlizes lecture, seminar style discussion with participants and case studies to introduce strategies for using all types of feedback (appreciation, objective observation, coaching and ranking) throughout the clinical internship when things are going well and when performance requires improvement.


Upon completion of the course, participants will have tools to share with students and Clinical partners to enhance the CI-student relationship to maximize learning opportunities.

Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education

This educaiton section is relevant to the theme: Strengthening Clinical Reasoning and Inter-professional Skills during Internships


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3. Greenfield BH, Bridges PH, Hoy S, Metzger R, Obuaya G, Resutek L. Exploring experienced clinical instructors experiences in physical therapist clinical education: a phenomenological study. J Phys Ther Educ. 2012;26(3):40-47.
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10. Bullying and Mobbing in the Workplace (n.d.) Lecture Valerie Fennell
11.The Three Dominant Styles of Communication: Passive, Aggressive and Assertive. (n.d.) Retrieved October 1st,2015

Course Objectives

1. Differentiate feedback: appreciation, objective observation, coaching and ranking
2. Examine the barriers to the feedback process at the individual and workplace levels
3. Perform self-reflection as a tool to better peer and student feedback. Identify strategies for ongoing self-reflection for increased performance.
4. Evaluate components of successful feedback and how they apply to students and Clinical Instructors and when they are best applied
5. Illustrate specific tools for performing quality feedback and apply to real world examples using case studies and discussion examples from participants

Instructional Methods

1. Lecture
2. Self-Reflection
3. Discussion
4. Case Studies
5. Group problem solving with participant provided examples

Tentative Outline/Schedule

20 Minutes: Introduction, Define Feedback: Identify global barriers to feedback, Review tools for improving the feedback process
30 Minutes: Integrate into the clinical supervision framework: Enable a helping relationship, determine cause for poor performers and use feedback to faciliate improvement
40 Minutes: Discussion/Seminar: Case Studies, Group Problem Solving, Conclusion/Q and A

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  • Control #: 2748999
  • Type: Educational Session
  • Event/Year: ELC2017
  • Authors: Dr. Elizabeth Regan, Jennifer Cline
  • Keywords:

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