Abstract
This article considers student feedback and its interpretation in relation to developing students' personal development planning. At the outset of professional education required values and behaviours might not be in evidence. Student feedback can be used as a point for learning so that values and preferences that are not a ‘given’ can be given the space needed to enable communication skills, empathy and compassion to grow. We should anticipate that not everyone has these at the outset of professional education and honesty in identifying through feedback what is lacking is a good starting point to develop individualised student support.