Abstract-This paper reviews the development of peer coaching in primary schools with a focus on how children respond to feedback. Research shows that feedback can play a powerful part in children's learning but it is less clear why some children respond well to feedback whilst others may not. The objective of this research was to explore how primary school children respond to feedback and what influences their decisions to act on feedback received. Thematic Analysis is used to explore how 28 primary school children (10-11 year-olds) responded to feedback following a peer coaching activity. Findings suggest that a positive response to feedback was associated with: feeling valued and building on strengths; verbal feedback being preferable to written feedback; specific feedback being most helpful with; and being able to understand the feedback provided.

Libraries, whether medical or healthcare, in higher education (HE) institutions or the National Health Service (NHS), provide services to all types of healthcare students and professionals. Many of these are delivered through contracts, in the form of service-level agreements, between the two key organizations. The challenge to librarians is ensuring that users are provided with access to the resources they need and the skills to use those resources to the benefi t of a patient-centered environment. External drivers such as developments in education, a continuously modernizing health service, and new technology have infl uenced the development of services. Issues regarding the access to electronic information for the different user groups still exist. Librarians have to support the differing user groups, who may have varying levels of computer and library skills, and provide skills training on a wide variety of resources from their own institution and from nationally provided content.

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