Mode of feedback which might be considered integral to Microteaching in Palliative care.

Consists of a series of steps that might be labelled as
Self-positive
Other-positive
Self-negative
Other-negative

which might be explained as follows –
Learner is encouraged to reflect upon things that went right (self-positive),
Followed by the Teacher’s observations (other-positive),
Followed by things the Learner thinks that might have gone wrong (self-negative)
Finally, Teacher feed back on the self-criticism (other-negative).

Designed to promote – Psychological safety (encourages disclosure of uncertainity), Reflective learning (meta-cognition) and Learner autonomy (adult learning theory by Knowles).

Core domains in Palliative care communication include existential domains and moral issues which might not easily lend themselves to observation and critique.
Methods such as Dialogical (Socratic) feedback, narrative reflection, ethical deliberation and Balint-style group work might be more suited to this setting. These methods might lend themselves as an entry point into the the art of providing and receiving feedback.

References

Pendleton, D., Schofield, T., Tate, P., & Havelock, P. (2003).
The consultation: An approach to learning and teaching (2nd ed.). Oxford University Pres

Cantillon, P., & Sargeant, J. (2008).
Giving feedback in clinical settings. BMJ, 337, a1961. https://doi.org/10.1136/bmj.a1961

Cassell, E. J. (1982).
The nature of suffering and the goals of medicine. New England Journal of Medicine, 306(11), 639–645.
https://doi.org/10.1056/NEJM198203183061104

Sargeant, J., Lockyer, J., Mann, K., Armson, H., Warren, A., Zetkulic, M., … van der Vleuten, C. (2015).
Facilitated reflective feedback: The R2C2 model. Academic Medicine, 90(12), 1698–1706.
https://doi.org/10.1097/ACM.0000000000000901