| Multifaceted feedback |
FAIRness provides regular; timely; detailed; constructive feedback; both individual and group feedback from peers and the tutor. Feedback is specific to each individual. The structured sessions and learning environment facilitates regular and constructive feedback. |
“Immediate feedback from both the supervisor and your peers — receiving constructive feedback makes you aware of any gaps in your knowledge, and gives you a goal to work towards for the following session” [Essay No. 17]; ‘The level of feedback provided by FAIRness teaching is far and above any other teaching I have encountered” [56];“the organised and detailed nature of the feedback in the FAIRness sessions have helped me learn where I specifically was lacking” [Essay No. 52] |
| Active participation |
Sessions were interactive (everyone took part), enjoyable, and there was clear awareness of expectations, which allowed students to take responsibility and direct their learning. It demands participation in clinical activities and facilitates integration into the ward team; overall enhancing the learning experience. |
“Allowed a more interactive and comprehensive learning experience than a more traditional approach may have” [Essay No. 13]; “Ensured that integration into the ward team has been smoother than usual due to increased interaction with them and the patients” [Essay No. 13]
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| Longitudinal improvement |
Successive sessions and feedback allows longitudinal improvement at both individual and group levels; students can reflect on previous sessions. Individuality encourages conscientiousness of one’s work. |
“During successive sessions, the previous feedback is used to improve the learning and performance of the student and this is applied in the next session” [Essay No. 10]; “enables the group to progress together and allows for amending of the objectives to bring everyone, hopefully, to a closer standard” [Essay No. 4]; “Having weekly sessions allows continuity of learning and enables us to see improvements within the group over time which is extremely useful” [Essay No. 41] |
| Relevance |
Teaching is specific to stage of learning and applicable to clinical practice and summative assessment. In addition, it is directed at future roles as doctors, reinforces clinical skills often neglected and raises awareness of good clinical teaching (a key component of a junior doctor’s role). |
“The sessions have been based around what is required of us as an Fl. This has worked really well, as most of the sessions have focussed on our presentation skills, which is a key skill that a house officer must demonstrate on a daily basis” [Essay No. 17]; “This programme differs from standard clinical teaching in that it was very relevant to our stage in training” [Essay No. 25]; “As an added bonus the FAIRness program was also a good revision tool in the run up to the exams” [Essay No. 32]
“I think that the teaching was very relevant to our future career as doctors, if not to the phase 2 exams. Medical students can get very caught up in the obsession with passing exams, forgetting slightly that we are learning skills that we will use our whole lives, whatever specialty we decide upon” [Essay No. 72]
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| Structured teaching |
Thoroughly planned, dedicated weekly sessions provided direction and maintained motivation. Structure of sessions is linked to learning outcomes; this would ensure standardised regular teaching across the firm. The FAIR acronym aids structure. |
“an obviously well thought out and crafted teaching method with undoubted applications for adult learning and undergraduate medical education” [Essay No. 1]; “I feel that the FAIR method is useful in providing a structure for clinical teaching sessions, and if adopted by every facilitator could be conducive to an improvement in the standard of medical student teaching” [Essay No. 11]; “The FAIRness principle is an effective structure to guide learning and maintain student motivation when on a firm” [Essay No. 38] |
| Professional development |
Develop skills in critical thinking, delivering feedback and accepting criticism. Self-evaluation/critical assessment of work; assess strengths, weaknesses and progress against peers; encourages improvement to meet standards.
Peer learning from observations of peers’ performance, peer feedback; collectively improve as a group.
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“allowed us to begin to develop skills of peer review” [Essay No. 58]; “Being critical of your own work in this career is important. This is one of the challenges of these sessions in that you have to take the criticism for benefit and not let it get you down. In essence, getting over insecurities and being able to improve following the criticisms makes you a stronger student. The sessions are an invaluable experience in medical training” [Essay No. 53]; “I was able to listen to other peers and how they present but also critique what parts of the history were useful and which part not” [Essay No. 5] |
| Consultant facilitation |
Facilitation by consultant interested in teaching; ensures quality; regular contact with consultant; better integration to clinical environment. |
“the only time where I have had regular contact with a senior member of the medical profession who was able to give one-on-one advice on how to improve my history taking and examination skills” [Essay No. 31]; “The sessions also meant that I had a reasonable amount of time with my consultant which in other placements I have not had, this meant I got good feedback from a senior doctor and also meant I felt more included in the firm which hasn’t always been the case in previous placements” [Essay No. 49] |
| Safe learning environment |
Small group teaching away from the ward; non-judgemental and honest environment; engagement with tutor. |
“Fairness teaching gives a small group of students the opportunity to receive individualised feedback in an environment away from the glare or the ward and all its inhabitants” [Essay No. 14] ; “allowed an atmosphere of honesty to exist inside the session when students might normally be afraid of treading on the toes of the others” [Essay No. 76]; “The honest nature of the critique and the removal of “feel-good” comments are refreshing compared to the non-specific feedback usually given at other tutorials” [Essay No. 7] |
