Within the Discussion Board area, write 500–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas. Focus on the following questions:
Delivering feedback to the client is only one aspect of the feedback process. The consultant must also be willing to ask for and receive feedback. Reflect and identify when you have consciously asked for feedback from your client. Tell your classmates about how and when you asked, describe the client’s response, and share your reaction to the feedback. If you have not yet asked for feedback, explain why. Also, identify when you will do so and how you will ask.
Expert Solution Preview
Introduction:
As a medical professor, providing feedback to my students is an essential part of the learning process. However, it is equally important to receive feedback from my students to improve my teaching skills. In this discussion, I will reflect on my experience of asking for feedback from my students and share my thoughts.
Question: Delivering feedback to the client is only one aspect of the feedback process. The consultant must also be willing to ask for and receive feedback. Reflect and identify when you have consciously asked for feedback from your client. Tell your classmates about how and when you asked, describe the client’s response, and share your reaction to the feedback. If you have not yet asked for feedback, explain why. Also, identify when you will do so and how you will ask.
Answer:
As a medical professor, I have always believed in continuous improvement in my teaching methods to enhance the learning experience of my students. To achieve this, I regularly ask for feedback from my students at the end of each course.
During the last semester, I created a feedback form that included questions related to course content, teaching methods, and instructor effectiveness. The form was made available online to all of my students, and I requested them to complete it at their convenience.
The response was quite overwhelming, and I received feedback from almost all of my students. The feedback was mostly positive and highlighted the effectiveness of my teaching methods, the relevance of the course content, and the clarity of my instructions. However, a few students provided negative feedback, pointing out areas where I could improve my teaching methods.
At first, I was a bit defensive about the negative feedback. But after taking some time to reflect on my teaching methods, I realized that the feedback was constructive and could help me improve my teaching. I immediately took corrective actions and incorporated the suggested changes in my approach.
I feel that asking for feedback from students is crucial in enhancing the quality of teaching. It not only demonstrates that I value their opinions but also helps me learn from my mistakes. Therefore, I plan to continue asking for feedback from my students regularly. I also plan to ensure that feedback forms are available at the start, middle, and end of each course.
In conclusion, asking for feedback from my students has been an excellent learning experience for me as a medical professor. It has helped me improve my teaching methods and enhance the learning experience of my students.
