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

Jocelyn M. Lockyer; Heather A. Armson; Karen D. Könings; Marygrace Zetkulic; Joan Sargeant

doi:10.1007/978-3-030-25112-3_11

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

Jocelyn M. Lockyer^*, Heather A. Armson, Karen D. Könings, Marygrace Zetkulic, Joan Sargeant

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

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.

Original language	English
Title of host publication	The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners
Publisher	Palgrave Macmillan
Pages	189-204
Number of pages	16
ISBN (Electronic)	9783030251123
ISBN (Print)	9783030251116
DOIs	https://doi.org/10.1007/978-3-030-25112-3_11
Publication status	Published - 1 Jan 2019

Access to Document

10.1007/978-3-030-25112-3_11

Cite this

@inbook{265205d9702046e8ba8a1a164041cb80,

title = "Impact of personalized feedback: The case of coaching and learning change plans",

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.",

author = "Lockyer, {Jocelyn M.} and Armson, {Heather A.} and K{\"o}nings, {Karen D.} and Marygrace Zetkulic and Joan Sargeant",

note = "Publisher Copyright: {\textcopyright} Te Editor(s) (if applicable) and Te Author(s), under exclusive licence to Springer Nature Switzerland AG 2019.",

year = "2019",

month = jan,

day = "1",

doi = "10.1007/978-3-030-25112-3_11",

language = "English",

isbn = "9783030251116",

pages = "189--204",

booktitle = "The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners",

publisher = "Palgrave Macmillan",

address = "United States",

}

TY - CHAP

T1 - Impact of personalized feedback

T2 - The case of coaching and learning change plans

AU - Lockyer, Jocelyn M.

AU - Armson, Heather A.

AU - Könings, Karen D.

AU - Zetkulic, Marygrace

AU - Sargeant, Joan

N1 - Publisher Copyright: © Te Editor(s) (if applicable) and Te Author(s), under exclusive licence to Springer Nature Switzerland AG 2019.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

U2 - 10.1007/978-3-030-25112-3_11

DO - 10.1007/978-3-030-25112-3_11

M3 - Chapter

SN - 9783030251116

SP - 189

EP - 204

BT - The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners

PB - Palgrave Macmillan

ER -