Feedback Practices at Work Maximising Student Learning on Placements

1. Student placements and their challenge for feedback, David Boud and Elizabeth Molloy 2. Guiding students in managing feedback for themselves, Elizabeth Molloy and David Boud  3. Workplaces shaping feedback practices: how, when, where, and by whom, Rola Ajjawi, Robyn Woodward-Kron and Joanna Tai 4. Learners’ agency in workplace feedback processes, Christy Noble, Muirne Spooner and Stephen Billett 5. Feedback cultures and work-based learning: learning from and across placements, Margaret Bearman 6. Expanding the feedback repertoire through professional noticing in work-based placements, Tim Fawns 7. Harnessing hidden feedback processes in work settings: A model for student-led learning during placements, David Nicol and Geethanjali Selvaretnam 8. Understanding the role of power and learner trust in workplace feedback conversations, Damian Castanelli and Arvin Damodaran 9. The problematic coupling of assessment and feedback, Shiphra Ginsburg and Chris Watling 10. What is the use of emotion in feedback practices for students on placement? Rebecca Olson, Kelly Matthews, and Rola Ajjaw 11. The learner’s role in multi source feedback: Whose view counts for what purpose? Kelli Nicola-Richmond, Raoul A. Mulder, Anna Ryan, Amanda Mooney 12. Moving beyond individual feedback in the workplace: Exploring team feedback and its implications for collaborative practice, Walter Eppich, Julia Paxino, Catherine Gabelica, and Pim Teunissen 13. Feedback from physical cues: helping students learn to configure and interpret their environment to improve what they learn in the workplace, Peter Goodyear 14. Preparing trainees with the skills to navigate feedback across professional roles and feedback cultures, Robert A. Nash and Naomi E. Winstone 15. How can workplace-based teachers develop feedback literacy? Joanna Tai, Laura Hughes, and Tegan Little 16. Feedback on placements: Priorities for educators, David Boud and Elizabeth Molloy

Biography

Elizabeth Molloy is a professor in workplace learning and Deputy Dean Education in the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne. In this role, she leads the learning and teaching strategy for the Faculty, including curriculum and clinical education. Elizabeth is a researcher in feedback, workplace learning, assessment and interprofessional education.

David Boud is Deakin Distinguished Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. He has been a pioneer in developing learning-centred approaches to assessment and in changing conceptions of feedback. He is one of the most highly cited scholars in the field of higher education.

“This insightful collection advances the field by examining feedback in the distinctive context of placements and workplace learning. It captures the realities in which students must navigate and actively shape their own feedback processes without consistent access to educators and in the absence of tightly integrated curricula. By combining scholarship with grounded practice, the volume offers a highly relevant account that will reshape how we think about feedback in workplace learning. An important and practical contribution to both scholarship and professional education.

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Liesbeth Baartman
Associate Professor of Vocational/Professional Education and Assessment
Utrecht University of Applied Sciences and Maastricht University, School of Health Professions Education

 

“Feedback Practices at Work: Maximizing Student Learning on Placements makes an important and novel contribution to the education literature. It offers a richly theorized and practically grounded contribution to contemporary understandings of feedback and learning in placement settings. It frames feedback as a socially, culturally, materially, and relationally embedded practice, moving well beyond narrow conceptions of information transmission. Its nuanced treatment of learner agency and feedback literacy equips readers to navigate complex, and sometimes imperfect, workplace contexts with reflexivity and confidence. By foregrounding relationships, materiality, and context, the book bridges theory and practice in ways that will resonate with educators, supervisors, and learners alike. I found this book to be an intellectually rigorous and timely work that significantly advances scholarship and practice in work-based feedback. I’ve assigned it a prominent place in my library.” 

Lara Varpio

Professor of Pediatrics

The Perelman School of Medicine, University of Pennsylvania