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 groupwork, 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)

At the end of each Phase, students write a portfolio reflecting on their learning experiences over the previous two years. As Portfolio Advisor for P1 at PMQ, I assist P1 students regarding their academic progress, focus on academic questions about the portfolio, and advise in relation to examiner feedback on assignments. I thus provide academic support to students across all six years of the program, providing formative/summative feedback on assignments, group projects and portfolios.