Rethinking Feedback: What Actually Helps Learners Grow Part 2: CONNECTING and COACHING

Rethinking Feedback: What Actually Helps Learners Grow Part 3: CONTINUE

In the final episode of this three‑part series, we focus on the Continue phase - what happens after feedback conversations, when insight does not yet lead to change. Joined by Dr. Natalie Kennie‑Kaulbach, we explore how moving from agreement to action often requires clear goals, structured follow‑up, and shared accountability. We introduce feedback as a graduated process, where adding structure, documentation, and early consultation are not signs of failure, but essential supports for learner development, preceptor confidence, and patient safety. By reframing escalation as part of good teaching, feedback becomes a sustained process that supports meaningful change over time. References: Armson et al., “Identifying Coaching Skills to Improve Feedback Use in Postgraduate Medical Education.” https://doi.org/10.1111/medu.13818 [https://doi.org/10.1111/medu.13818]. Mnatzaganian et al., “The Preceptors’ Toolkit for Working with Struggling Pharmacy Students.” https://doi.org/10.3390/pharmacy13030066 [https://doi.org/10.3390/pharmacy13030066]. Molloy et al., “Developing a Learning-Centred Framework for Feedback Literacy.” https://doi.org/10.1080/02602938.2019.1667955 [https://doi.org/10.1080/02602938.2019.1667955]. Sargeant et al., “Facilitated Reflective Performance Feedback.” https://doi.org/10.1097/ACM.0000000000000809 [https://doi.org/10.1097/ACM.0000000000000809] AI Attribution Statement Some planning and drafting for this work was supported using generative AI (Microsoft Copilot). The authors reviewed, edited, and finalized all content to ensure it reflects evidence‑based practice, professional judgment, and educational intent. Resources linked: https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html [https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html] Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Rethinking Feedback: What Actually Helps Learners Grow Part 2: CONNECTING and COACHING

In Part 2 of this three‑part series, we focus on what happens in the moment of feedback - how preceptors connect with learners, set the scene, and coach in ways that support reflection and growth. Joined by Dr. Natalie Kennie‑Kaulbach, we explore how small shifts - like naming that feedback is happening and clarifying its purpose - help learners understand and engage with feedback as part of learning rather than judgment. We also discuss how readiness and psychological safety shape how feedback is received, and how creating space for reflection helps learners move from reacting to learning and planning next steps. References: Armson et al., “Identifying Coaching Skills to Improve Feedback Use in Postgraduate Medical Education.” https://doi.org/10.1111/medu.13818 [https://doi.org/10.1111/medu.13818]. Mnatzaganian et al., “The Preceptors’ Toolkit for Working with Struggling Pharmacy Students.” https://doi.org/10.3390/pharmacy13030066 [https://doi.org/10.3390/pharmacy13030066]. Molloy et al., “Developing a Learning-Centred Framework for Feedback Literacy.” https://doi.org/10.1080/02602938.2019.1667955 [https://doi.org/10.1080/02602938.2019.1667955]. Sargeant et al., “Facilitated Reflective Performance Feedback.” https://doi.org/10.1097/ACM.0000000000000809 [https://doi.org/10.1097/ACM.0000000000000809] AI Attribution Statement Some planning and drafting for this work was supported using generative AI (Microsoft Copilot). The authors reviewed, edited, and finalized all content to ensure it reflects evidence‑based practice, professional judgment, and educational intent. Resources linked: https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html [https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html] Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Rethinking Feedback: What Actually Helps Learners Grow Part 1: PREPARE

This episode begins a three‑part series exploring what actually helps feedback lead to meaningful learner growth, alongside Dr. Natalie Kennie‑Kaulbach. In Part 1, we focus on the Prepare phase - the work that happens before feedback is given. While feedback often feels like a single conversation, we explore why it is more effective to view feedback as a process that unfolds over time. We introduce a practical framework - Prepare, Connect, Coach, Continue - and discuss how preparation shapes the clarity, purpose, and impact of feedback. This includes being intentional about the type of feedback, the task it is anchored to, the learner’s development, and the expectations of the setting. References: Armson et al., “Identifying Coaching Skills to Improve Feedback Use in Postgraduate Medical Education.” https://doi.org/10.1111/medu.13818 [https://doi.org/10.1111/medu.13818]. Mnatzaganian et al., “The Preceptors’ Toolkit for Working with Struggling Pharmacy Students.” https://doi.org/10.3390/pharmacy13030066 [https://doi.org/10.3390/pharmacy13030066]. Molloy et al., “Developing a Learning-Centred Framework for Feedback Literacy.” https://doi.org/10.1080/02602938.2019.1667955 [https://doi.org/10.1080/02602938.2019.1667955]. Sargeant et al., “Facilitated Reflective Performance Feedback.” https://doi.org/10.1097/ACM.0000000000000809 [https://doi.org/10.1097/ACM.0000000000000809] AI Attribution Statement Some planning and drafting for this work was supported using generative AI (Microsoft Copilot). The authors reviewed, edited, and finalized all content to ensure it reflects evidence‑based practice, professional judgment, and educational intent. Resources linked: https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html [https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html] Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Inside the Dalhousie College of Pharmacy PharmD Curriculum: What Preceptors Need to Know

What do PharmD students learn before they arrive in practice—and how does the curriculum prepare them to contribute? In this episode of The Preceptor’s Compass, Harriet and Jennifer explore the seven pillars of the Dalhousie PharmD curriculum with guest Heidi Framp, Associate Director of Education at the Dalhousie University College of Pharmacy. From foundational sciences and Problem‑Based Learning (PBL) as the core pharmacotherapeutics framework, to skills lab training, special populations, critical appraisal, SBA, and the expanded Practice Experience Program (PEP), this episode highlights how learning is intentionally scaffolded across the program. Designed for preceptors, this conversation offers practical insight into what students know and can do at different stages, how curriculum content translates into practice, and how preceptors can support learner growth with confidence. Pillar #1 Pharmaceutical Sciences 1:40 Pillar #2 Problem-Based Learning (PBL) 5:38 Pillar #3 Pharmacotherapeutics in Special Populations 17:20 Pillar #4 Skills Lab 23:10 Pillar #5 Critical Appraisal Skills (CAS) 30:14 Pillar #6 Social, Behavioral & Administrative Pharmacy (SBA) 32:10 Pillar #7 Practice Experience Program (PEP) 36:33 Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Beyond the Counter: How Distributed Rotations Transform Pharmacy Education

In this episode of the Preceptor's Compass, we explore how distributed pharmacy rotations—in rural, remote, and urban settings—are reshaping experiential education across Canada. Guests Edmund Tan (Whitehorse, Yukon) and Anthony Lee (Vancouver, BC) share how their innovative practice models, strong mentorship, and deep community engagement create meaningful, memorable learning experiences for students. Listeners will gain insights into how geographical diversity, community connection, and thoughtful support systems help shape professional identity while addressing workforce needs across the country. This episode also features a special student perspective from 4th‑year PharmD student Bryer, who completed a rotation in the Yukon and shares candid reflections on innovation, belonging, peer support, and personal growth. Introduction of Guests begins at 1:15 Inspiration to Host begins at 3:30 Innovation in Distributed Rotations begins at 6:10 Supporting Students begins at 13:30 Building Belonging begins at 21:48 Motivation & Impact begins at 29:25 Student Spotlight with Bryer begins at 38:38 Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.