Impact of personalized feedback:The case of coaching and learning change plans

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Lockyer, Jocelyn M., Armson, Heather A., Könings, Karen D., Zetkulic, Marygrace and Sargeant, Joan (2019) Impact of personalized feedback:The case of coaching and learning change plans. In: The Impact of Feedback in Higher Education. Palgrave Macmillan, pp. 189-204. ISBN 9783030251116

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Abstract

This chapter describes an empirically derived model for impactful feedback discussions. The R2C2 model has four phases: Educators build the relationship (R) between educator and learner, gain learner reactions (R) to the feedback which can be used to determine the potential for change and development, and explore and ensure a mutual understanding of the content (C) in order to coach for change (C) to co-create achievable learning change plans that can be monitored to ensure learner progress. Two mechanisms in particular, coaching and learning change plans, support learner acceptance and use of the feedback. The chapter concludes with suggestions for future application and research in health professions education and higher education.

Item Type:	Book Section
Uncontrolled Keywords:	social sciences(all) ,/dk/atira/pure/subjectarea/asjc/3300
Related URLs:	http://www.scopus.com/inward/record.url?...
Depositing User:	LivePure Connector
Date Deposited:	22 Aug 2020 00:14
Last Modified:	22 Oct 2022 23:53
URI:	https://ueaeprints.uea.ac.uk/id/eprint/76556
DOI:	10.1007/978-3-030-25112-3_11

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