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X X ) №№№№йPRINCIPLES OF AGENDA-LED OUTCOME-BASED ANALYSIS How to organise the feedback process Start with the learner’s agenda ask what problems the learner experienced and what help he would like from the rest of the group Look at the outcomes learner and patient are trying to achieve thinking about where you are aiming and how you might get there encourages problem solving - effectiveness in communication is always dependent on what you are trying to achieve Encourage self assessment and self problem solving first allow the learner space to make suggestions before the group shares its ideas Involve the whole group in problem solving encourage the group to work together to generate solutions not only to help the learner but also to help themselves in similar situations  How to give useful feedback to each other Use descriptive feedback to encourage a non-judgmental approach descriptive feedback ensures that non-judgmental and specific comments are made and prevents vague generalisation Provide balanced feedback encourage all group members to provide a balance in feedback of what worked well and what didn’t work so well, thus supporting each other and maximising learning - we learn as much by analysing why something works as why it doesn’t Make offers and suggestions; generate alternatives make suggestions rather than prescriptive comments and reflect them back to the learner for consideration; think in terms of alternative approaches Be well intentioned, valuing and supportive it is the group’s responsibility to be respectful and sensitive to each other  Additional overall strategies for ensuring that the feedback process actually leads to deeper understanding and development of specific skills Rehearse suggestions try out alternative phrasing and practice suggestions by roleplay - when learning any skill, observation, feedback and rehearsal are required to effect change Value the interview as a gift of raw material for the group the interview provides the raw material around which the whole group can explore communication problems and issues: group members can learn as much as the learner being observed who should not be the constant centre of attention. 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