Name two common feedback models used in PT clinical education.

• A. GROW model and SBI
• B. Pendleton's rules and SBI
• C. SBI and 360-degree feedback
• D. Pendleton's rules and SWOT

Answer: (B)

In PT clinical education, feedback needs to be clear, constructive, and easy to act on. Pendleton’s rules and SBI meet that need by providing practical, learner‑centered structures for conversations about performance.

Pendleton’s rules guide a two‑way, reflective discussion. The learner first identifies things that went well, then the supervisor confirms those, followed by the learner noting areas for improvement, and finally the supervisor offers specific suggestions. This sequence keeps feedback balanced and reduces defensiveness, while encouraging self‑assessment and ownership of growth—crucial for developing clinical judgment and professional communication in PT practice.

SBI—Situation-Behavior-Impact—frames feedback around concrete, observable facts. It specifies the situation in which the behavior occurred, describes the behavior itself, and explains the impact of that behavior on patient care or team function. This makes feedback nonjudgmental, precise, and actionable, so the learner can clearly link what happened to outcomes and know exactly what to adjust in future encounters.

Together, these models are popular in PT education because they promote structured, respectful, and directly applicable feedback that supports skill development, safe patient care, and ongoing reflective practice.