Education Committee Teaching Tip of the Month

'Giving Feedback to Students'

Written by Olivia Murray (University of Edinburgh)

Feedback is provided to students at many points throughout their educational journey and across a variety of learning environments. One of the most challenging contexts for educators is the delivery of verbal feedback. Because this form of feedback involves direct, personal interaction, it requires careful consideration. If not managed effectively, such interactions can quickly become uncomfortable for both the educator and the student.

In seeking to improve both the fluidity of my interactions with students and the quality of the feedback I provided, I was introduced to Pendleton’s Model of feedback (Pendleton, 1984). This model promotes student-led reflection by encouraging learners to evaluate their own performance before receiving external input. It places emphasis on recognising strengths while also constructively identifying areas for improvement, supporting a balanced and reflective approach to learning.

Pendletons Model of Feedback

Image adapted from Pendleton (1984).

The cycle begins by ensuring the student is ready to receive feedback. This helps establish psychological safety, supports mental preparedness, and respects personal boundaries. By doing so, feedback is more readily received and understood, fostering a collaborative, constructive, and growth-oriented dialogue.

It progresses by seeking to understand the context in which the student’s assessment took place. This stage allows the student to share their perspective, including their understanding of the assessment, how they felt it went, and any relevant factors that may have influenced their performance.

The next step provides an opportunity for both student and teacher to identify areas of strength. Reinforcing strengths can enhance motivation, engagement, and confidence. By exploring the student’s perspective on their performance, the teacher gains insight into how they view successes, helping tailor feedback. For instance, if a student feels confident in an area I thought needed improvement, I can reframe feedback in a more constructive and receptive way.

Next the model guides the conversation towards identifying points for development. When students identify their own areas for improvement, they take ownership of their weaknesses, which reduces defensiveness and encourages reflective practice. In addition, the teacher can build on their self-assessment rather than surprising them with an extensive list of feedback.

The model concludes with the development of a plan for improvement. The role of the educator here is key as appropriate resources can be identified and alignment created with the course or module goals. This action plan will be specific to the student and provide future reference points for the teacher to check in with.

The advantage of this model over approaches such as the feedback sandwich or CEDAR lies in its capacity to consider the context in which assessment occured and to promote student reflection. The importance of self-assessment should not be underestimated, as students often already know the areas they need to improve upon. This approach allows them to take ownership of their development while simultaneously strengthening their reflective skills.

References 

Pendleton, D. (1984). The Consultation: An Approach to Learning and Teaching. Oxford: Oxford University Press.

Pendleton, D., Schofield, T., Tate, P. and Havelock, P., 2003. The new consultation: developing doctor-patient communication. OUP Oxford.

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The Symington Bequest Travel Fund

The Trustees of the Symington Bequest Fund make grants to Society Members towards costs associated with the conduction and dissemination of anatomical research. Congratulations to the our most recent awardees! Below is the list of the names of the individuals who were awarded this travel fund, and the reports of previous awardees.

Round 1 of Academic Year 2025/2026

Dr Hazel Allardyce participated in the 5th International Scientific Congress on Spinal Muscular Atrophy (SMA) which took place between 11th to 14th of March 2026 in Budapest, Hungary. REPORT

Round 2 of Academic Year 2025/2026

Lauren Barrett participated in ECNP (European College of Neuropsychopharmacology) Workshop on Applied Neuroscience, Nice, France, 12th to 15th March 2026. REPORT

Ms Lauren Barrett - to participate in ECNP (European College of Neuropsychopharmacology) Workshop on Applied Neuroscience, Nice, France, 12th to 15th March 2026.

Dr Marta Perera Perez – to participate in Craniofacial Morphogenesis and Tissue Regeneration Gordon Research Conference, Ventura, California, USA, 22nd to 27th March 2026.

Ms Eleni Melina Bell – to participate in EMBO (European Molecular Biology Organisation) Limb development and Regeneration: Quantitative, Ecological and Diversification Studies Conference, Tokyo, Japan, 23rd to 27th March 2026.

Dr Eiman Abdel Meguid - to participate in the 22nd Congress of the International Federation of Associations of Anatomists (IFAA), ‘Anatomy for Everyone’, Melbourne, Australia, 13th to 16th August 2026.

Ms Emily Baxter - to participate in the 22nd Congress of the International Federation of Associations of Anatomists (IFAA), ‘Anatomy for Everyone’, Melbourne, Australia, 13th to 16th August 2026.

Dr Sourav Bhattacharjee - to participate in the 22nd Congress of the International Federation of Associations of Anatomists (IFAA), ‘Anatomy for Everyone’, Melbourne, Australia, 13th to 16th August 2026.

Dr Isma Liza Mohd Isa - to participate in the 22nd Congress of the International Federation of Associations of Anatomists (IFAA), ‘Anatomy for Everyone’, Melbourne, Australia, 13th to 16th August 2026.

Dr Munesh Khamuani - to participate in the 22nd Congress of the International Federation of Associations of Anatomists (IFAA), ‘Anatomy for Everyone’, Melbourne, Australia, 13th to 16th August 2026.

Dr Mutahira Lone - to participate in the 22nd Congress of the International Federation of Associations of Anatomists (IFAA), ‘Anatomy for Everyone’, Melbourne, Australia, 13th to 16th August 2026.

Ms Elena Patera - to participate in the 22nd Congress of the International Federation of Associations of Anatomists (IFAA), ‘Anatomy for Everyone’, Melbourne, Australia, 13th to 16th August 2026.

Deadlines for next round for Receipt of Applications

Award application deadline date for round 3 of the 2025/2026 award year:

• Symington Bequest

• Barclay Smith Travelling Fund

• Fellowship of the Anatomical Society

• Public Engagement and Outreach

• Departmental Seminar Awards

Deadline: 15.04.2026

Award application deadline date for round 2 of the 2025/2026 award year:

• Support for Student Societies

Deadline: 01.04.2025

N.B: For academic year 2025/2026 onwards, there will only be 5 prize rounds and council meetings.

Anatomy Research Developmental Awards 2025/2026 

Congratulations to the Anatomical Society Anatomy Research Developmental Awards for the academic year 2025/2026!

Awardee: Dr Shane Browne

Institution: Royal College of Surgeons in Ireland (RCSI)

Project Title: Next generation 3D model of ageing vasculature using cell-centred hydrogels

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Awardee: Dr Benedicta Quaye

Institution: University of Lancaster Project

Title: High-plex In Situ Hybridization Profiling of the Ligamentum Arteriosum, Aorta, and Pulmonary Trunk in Murine Models

22^nd Congress of the International Federation of Associations of Anatomists (IFAA), 13^th-16^th August 2026, Melbourne, Australia

Early bird registration for the 22nd IFAA Congress closes on April 10th 2026!

This is an opportunity to share our work, insights, and innovations with a global audience of colleagues and thought leaders in anatomy and related fields, including:

• Anatomical Sciences Education

• Surgical and Clinical Anatomy

• Imaging Anatomy

• Neuroscience and Cell Biology

• Ethics and Law

• Anatomy for Everyone, including Biological Anthropology, Forensics, Histology, Developmental Anatomy/Embryology

For more information regarding the registration, please visit this link: https://ifaa2026.org/en-AU/pages/registration/registration

Journal of Anatomy

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The cover image for the latest issue shows distal enthesis of the human anterior talofibular ligament stained with Haematoxylin & Eosin. The image was taken with the donor's consent. Image courtesy of Dr Sophie Mok and Dr Jennifer Z Paxton, University of Edinburgh.

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The cover image for the journal's March issue is shown below:

Aging Cell

Aging Cell is a bi-monthly peer-reviewed, open access journal that aims to publish the highest quality, innovative research addressing fundamental issues in the biology of aging.  We would like to remind you that our colleagues Aging Cell are now back on X and sharing exciting news and updates on articles from their journal. Please give them a follow @aging_cell

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