Receiving Feedback

By williamske0744 | Updated: Jan. 27, 2026, 4:42 p.m.

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Utilizing Feedback to Improve Performance 
By: Kira Williams 
VAOTEC 2021
Objectives 
3
1
2
4
Define Feedback 
Discuss the importance of feedback 
Describe ways to ellicit feedback 
Determine appropriate ways to utilize feedback 
What is Feedback?
Assessment

Observation 
Evaluation

Commentary 
Critique
Comment
"the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source"
Coaching
Evaluation
Appreciation
3 Kinds of Feedback
The Importance of Feedback
Constructive feedback allows us to improve our skills and clinical competency
Feedback is vital to the experiential learning process.
Let's hear from a Level II Fieldwork student
Factors to Consider
The form of the feedback
The frequency of the feedback
1
2
3
The timing of the feedback
1:1 
Written 
Verbal
Group 
During treatment 
Beginning/end of the day
Weekly 
Advocate for scheduled meetings
Consistent 
How to Ellicit Quality Feedback
Ask specific questions regarding your performance 
Identify your blind spots 
1
Determine the goal and direction of the feedback
Request objective examples
Ensure you are understanding the feedback
2
3
4
5
What should accompany feedback?
"We do not learn from experience. We learn from reflecting on experience" 
– John Dewey (1933)
Reflection 
Reflection is a key part of the learning process. 
Change your approach if necessary 
Identify patterns 
Reflect on a regular basis
Set goals and track progress
Learning 
Experience 
Before
After
Additional Resources:
VAOTEC.ORG
Templates 
Additional Presentations 
Light Reading
Contact Us
Thank you for watching! 
Contact Us: 
vaotec.org
vaotfwc@gmail.com

References: 
Brock University (n.d.) Role of reflection. Centre for Pedagogical Innovation. Retrieved from https://brocku.ca/pedagogical-innovation/resources/experiential-education/role-of-reflection/#1540497546038-d0922ba2-c857

Delany, C., & Molloy, E. (2009). Time to pause: giving and receiving feedback in clinical education. In Clinical education in the health professions (pp. 130-143). Sydney: Churchill Livingstone Elsevier.

Dowden, T., Pittaway, S.,Yost, H., McCarthy, R. (2013) Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, 38(3), 349-362. DOI: 10.1080/02602938.2011.632676

Snyder, K. (2018). Exploring students' use of feedback during occupational therapy level II fieldwork experiences. Journal of Occupational Therapy Education, 2 (2). https://doi.org/10.26681/jote.2018.020204

Stone, D. & Heen, S. (2014). Thanks for the feedback: the science and art of receiving feedback well. Penguin Group: New York.

Receiving Feedback

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