1. LeapForward: Feedforward to support classroom to workplace transitions: an interdisciplinary approach
Sarah Kelly & Sheena Warman
5th June 2018

2. LeapForward Project: Progress to date
Ethics approval 21/11/17: (Faculty of Health Sciences Research Ethics Committee
Phase 1
Data collection: Staff & Student Focus Groups conducted Jan – March
Data Analysis process:
Transcription of FG discussion (10 FGs; 5 disciplines)
Detailed analysis: by Student & Staff FG
Summary analysis by discipline
Thematic analysis: overall themes across disciplines
Findings: Summary & Thematic analyses (see slide 2 & 3)
Phase 2
Training package for staff & students in development: design & pilot material Jun-July
LeapForward
Learning for Practice: Feedforward for effective transition to the workplace

3. Overall summary analysis by discipline
BDS
General agreement on experiences and roles/responsibilities between students and staff
FB ‘deal’ should be 50/50, but not all students are active/proactive participants
Agreement about useful sources and student responsibilities
Self Reflection of students may not happen as much as it could or should
Students have an understanding & awareness of good FB practice, but don’t always engaged and accordingly
BVSc
General agreement of usefulness of on-the-job, informal, verbal FB by both staff & students
End of rotation FB routinely expected & delivered, despite clinicians challenges
Self Reflection & SRL recognised as important component of FB practice
Students giving a lot of FB may not be recognised by staff (demands)
Student emotional needs in the FB process may not be recognised by staff
MB ChB
Clear recognition that FB goes 2 ways; high demand on students to give FB to course/clinicians and expectation that staff/clinicians regularly seek FB
Students see Self Reflection ‘in vogue’ and recognise clear responsibility for FB to be student-led in clinical placements
Potential difference in CTF and Consultant roles identified by both students & staff
Staff attention to group dynamics important
Student need for personalised, specific FB important
Theatre Studies
FF is often interpreted by students as ‘direction or instruction’
Students are aware they need to have an active role in FB, but don’t always do this
Critical Reflection is a key component on FB in collaborative, subjective, performance based discipline
Staff recognise that personal emotional states are important on the process & practice of FB
Student/Teacher expectations of FB can be different; student vs teacher views of responsibilities
MSc Social Work
Personal agency of student approach is striking
FF seen as a forward planning, learning objective setting process (although not formally monitored in practice)
Student/PE roles can be in conflict is some cases/settings, although relationships with tutors generally collaborative
Emotional aspects of FB are important in SW profession and need to be recognised in FB process
Relationships are important for good FB/FF

4. Thematic analysis 1. Understanding & concepts of feedback
Feedback: well understood by students and staff & generally concerns
past performance
Feedforward: not recognised by staff and students but may encompass planning ahead & is probably improvement- oriented
Students and staff consider feedback to be a two-way process: students regularly give ‘upward’ feedback and teachers ask for feedback on teaching
2. Practicalities of work place feedback
3. Emotional and relationship aspects of feedback
Verbal, Personalised, Contemporaneous feedback is best
Emotional needs of students are important
Relationships based on trust, honesty and openness are important
Balance of feedback needs to include positive, negative, and constructive
Students’ personal agency is key to effective feedback
Clinicians’ role as developer (and teachers as role models) are important
Time constraints for clinicians (and supervisors) affects feedback practices
Student self reflection is a key component of effective feedback
(Critical Reflection)
Student and staff expectations of feedback are different

5. Verbal, Personalised, Contemporaneous feedback is best
BILT Feedforward Project
2/25/2019
Theme: Helpful and timely feedback is ….verbal, personalised & contemporaneous
I think definitely helps if its face to face ‘cause also you get that tone of voice STUDENT
Even just a minute conversation with your supervisor at the end can make the world of a difference
STUDENT
I think really just keeping it simple, doing it close to the action that you want feedback on and ideally face to face really. I think that was the most useful for me STUDENT
I’ll sit down with medical students say, ‘How do you think today’s clinic went? What did you do? What did you particularly do well? What would you like to improve on?’ STAFF
Verbal, Personalised, Contemporaneous feedback is best
The way I see it in my head is like how football managers might shout at one player and then kind of pat another player on the back, but I guess it’s like just trying to get the best out of everyone because different people react in different ways STUDENT
I think probably verbal feedback right at the end, we have to give the written feedback as well, but I think that’s what they kind of want to know how they’ve done
STAFF
We’ve definitely developed an ethos of continual giving feedback and feedforward as they’re going through those rotations STAFF

6. LeapForward Project LeapForward Next steps Lessons learnt
Challenges & achievements
Organisational effort required to get Data Collection/Focus Group programme arranged
Student participation in FG sessions has been problematic due to competing pressures of assignments, requests for feedback from University in DC ‘window’, and other research initiatives
Interdisciplinary Project team has worked well to support the organisation & delivery of the project tasks
Staff from all 5 programmes have participated & contributed effectively to FG/data collection
Lessons learnt
Do not underestimate the organisational effort required to deliver an interdisciplinary project
Next steps
Phase 2:
Development of training package (student & staff)
Pilot elements with staff & student groups
Implementation plans:
Training designed to be relevant to any discipline (staff & student);
Ideally package needs to be accessible to all disciplines/ faculties;
Ideally centrally managed, maintained & evaluated
LeapForward
Learning for Practice: Feedforward for effective transition to the workplace