J Extra Corpor Technol
Volume 24, Number 2, June 1992
|64 - 68
|21 August 2023
Motivating Adult Learners with Effective feedback
St. Louis University, Department of Surgery and School of Allied Health Professions
* Direct correspondence to: Sue Boettcher Dake, BS, CCP Department of Surgery- Perfusion 3635 Vista Ave. at Grand Blvd. P.O. Box 15250 St. Louis, MO 63710-0250
Although students are ultimately responsible for their own motivation, instructors can use techniques of goalsetting and clear, constructive negative and positive feedback to give learners an accurate sense of their own competence and to help stimulate them to reach their full potential. Many perfusion technology instructors fail to use these techniques effectively.
Clinical objectives are devised in such a way to make it immediately clear whether the student’s performance measures up. The learner, the instructor or both can develop these job-oriented objectives.
Some believe that feedback is the number one motivator of people. Negative and positive feedback techniques and ways to defuse defensiveness are discussed. Feedback should be objective, timely, accurate and based on first-hand data. Feedback should be focused on the behavior, not the person. “Gunnysacking,” “pimping” and other destructive feedback should be avoided because evidence suggests that it de-motivates adult learners. Any emotional response on the part of the instructor should be communicated in an “I message.” Feedback provided to students should deal with specific behaviors, not generalizations. Self-assessment and life-long learning skills can be fostered in learners by asking them to appraise their own performance and suggest ways they think such performance might be improved.
Key words: Motivation / adult learners / feedback / goal-setting / clinical instructors / teaching / learning / positive clinical environment
© 1992 AMSECT
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