Even though I receive such consistently high ratings of student satisfaction, I constantly seek to improve my teaching by engaging deeply with student feedback on my teaching. One example of this come from myExperience reports  where I noted some important feedback about my student interactions "… Linda can improve by ensuring that some students don't dominate ALL class discussions … drawing on other students for their perspective may be more effective in gaining a balanced discussion … done quite well in earlier courses though” (myExperience, October 2017). Of course, it is important not to try to compel more introverted individuals to contribute, and silence can be unsettling to the tutor who likes discursive interaction, particularly in scenario-based learning, so more confident students can be very beneficial to group discussions overall. This feedback made me realise I could be more proactive by considering why some students might be silent. I first met with the quieter students individually: I was concerned their reticence might stem from a lack of a sense of belonging (several had joined the established group part-way through the course). In the class, I introduced think-pair-share activities, knowing these would encourage interaction and discussion without spotlighting individuals. My success with these activities was reflected in subsequent myExperience comments and ratings (almost all students across four years have agreed that I encourage student participation; Figure)

•   [Linda] makes sure all members of the group are engaged in the discussion (myExperience, April 2018)
   
•   [Linda] is very encouraging and involves everyone in discussions (myExperience, June 2019)
   
•   Linda encouraged participation from everyone and covered information very thoroughly” (myExperience, October 2020)

With both students and staff, engagement, explanation and consultation is an important component of my approach. While formal feedback on assignments is one opportunity for giving feedback to learners, I also give regular oral feedback in class; informal feedback on draft assignments; written feedback on interactions and performance in small group settings; and written and face-to-face feedback on effective communication with simulated patients in Student Observed Communication Assessments (SOCA). I craft learning environments to stimulate interactions that enable students to create meaning through their activities. I encourage students to take responsibility for their learning and to actively participate in group work, which they appreciate:

•  I liked how tasks turned into discussions, it made it a lot more engaging and allowed me to learn from my peers’ perspectives which were different from my own.” (MyExperience, June 2020)
   
•  [Linda] knows how to extend students slightly out of comfort zone to develop skills but not so much that they are uncomfortable. Very good at constructive criticism … never makes you feel dumb for having a go (MyExperience, 2020).
   
•  [Linda’s] feedback is constructive without fail (ILP supervisee, Year 4 student, 2019, email)