SAFILT Tools and Resources: Giving critical feedback

An Adaptation of Gilkinson’s (2003) Model for Facilitating Effective Feedback

This schematic can be used as a tool for facilitation which is linked to the learning outcomes anticipated from the scenario

Elicitation

Elicitation involves the tutor asking a question, in most cases to the group as a whole, but occasionally by directly questioning one student; an elicitation is an event that requires a verbal response from the students.

Re-elicitation

Re-elicitation is an event where the tutor repeats the same elicitation, or rephrases it; a re-elicitation requires a verbal response from the students, and indicates that the previous response given was inadequate in some way.

Prompting

Prompting is a technique used to gather more information, or to get the students to expand on something they have not fully explained.

Refocusing

When the students wander off the subject, or dwell on a minor point, the tutor can use re-focusing to bring the students back to the topic or the case scenario.

Facilitating

Facilitating occurs when the tutor guides the students in a certain direction, suggesting what to do next, or attend to group dynamics.

Evaluating

Evaluating refers to comments made by the tutor to evaluate the group process, or to evaluate individual students.

Summarising

Summarising refers to the tutor summarising a section of the discussion; this usually signals the closing of one topic before the group moves on to the next.

Giving feedback

Giving feedback occurs when the tutor confirms that she had heard or seen an appropriate response.

Informing

Informing occurs when the tutor passes on facts, information, opinions, or ideas; giving information does not require a response from the students.

Directing learning

Directing learning refers to the tutor giving a direct message about what a student should be learning.

This model was developed as a result of some small case-study work into the facilitation of Problem Based Learning. However, it does offer strategies for enabling a more inclusive and reflective form of questioning while still offering the opportunity to be more directive in the conversation where required.
What is important to note here is that the intention of this type of facilitation is that it is neither entirely didactic nor self-directed as a form of learning. It responds to the needs of the group both in terms of their learning needs and group management. Flexibility of use is what aids this.

Gilkinson A (2003) Techniques used by ‘expert’ and ‘non expert’ tuitors to facilitate problem-based tutorials in an undergraduate medical curriculum. Medical Education, Vol 37:6-14

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Further useful reading: quite old but still relevant today
Brockett R. (1983) Facilitator Roles and Skills Lifelong Learning: The Adult Years 6 (5) – 7-9