For a variety of reasons too numerous and complex to recount here, law teachers are increasingly expected to provide law students with more feedback and assessment. This is especially true for those who teach “doctrinal” courses. As a clinician, frequent feedback and assessment are common and essential parts of my teacher-student relationships. I believe the clinical model provides at least three simple—but important—lessons that can inform all law teaching.
Malkus, Dana, Reflection, Reality, and a Real Audience: Ideas from the Clinic. The Law Teacher, Spring 2013, at 15-16, Saint Louis U. Legal Studies Research Paper No. 2013-36.