Feedback is one of the most powerful tools an Accredited ALS instructor has to foster meaningful engagement and connection with Advanced Life Support (ALS) course participants. Delivered respectfully, it can transform even the most difficult moments on an ALS course into lasting learning. Applied inconsistently, it can confuse participants, knock their confidence and compromise psychological safety.
That variability is the problem standardisation solves. When every Accredited ALS Instructor works from the same feedback model, participants know what to expect, the feedback stays constructive and specific, and it connects clearly to the competencies we assess. It also protects the integrity of the course, insofar as feedback becomes a shared professional standard (the Resuscitation Australia model for feedback) rather than a matter of individual style.
As part of Resuscitation Australia’s Quality Assurance Framework, members of our team and Faculty regularly benefit from observing courses. What we have noticed is that standardised delivery of feedback is compromised any time someone prioritises ease over excellence.
In the video below, our Lead Educator, Professor Hugh Grantham, explains Resuscitation Australia’s model of feedback and why it works. He also walks through the common pitfalls worth avoiding and makes the case for adopting the model consistently across every Accredited Course Centre in our network.
If you deliver ALS training on behalf of a Resuscitation Australia Accredited Course Centre, this is worth a few minutes of your time. We’d encourage every instructor to watch, revisit the model, and apply it consistently in your next ALS course.
