ABSTRACT
Experiential learning is less structured in that there is no script. The simulated patients follow guidelines as to their presenting condition but can and should be encouraged to improvise. As a result, sometimes even the best of students can be lost for words. Also, in small group learning each member of the group will have a different style of learning as well as a different level of knowledge and therefore different needs. The facilitator has a crucial role to play in ensuring that each session is structured in such a way that, whilst adhering to the curriculum, the environment is as safe and non-threatening as possible. For this reason ground rules for feedback have been developed (Pendleton et al, 1984): • briefly clarify matters of fact; • self-assessment first-the learner being observed gives a critical appraisal of
their own performance; • the rest of the group are then given the opportunity to comment on what was
done well and how; • the learner then says what could be improved or done differently and how; • the facilitator and the rest of the group then make suggestions as to how the
interview could have been done differently. Students tend to be hypercritical of their own performance and are more sensitive to criticism from their peers than from teachers. It is important to emphasize positive aspects initially and then deal with negative self-criticism by recommendations for improvement rather than agreeing with the negative aspects or appearing judgemental. It is important that the whole group is involved in feedback. The group can work to generate solutions to problems that not only will help the learner but will also help themselves when they encounter similar situations.
