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Feedback, Part 1
Feedback, Part 1

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Learning Skills and Techniques to Provide Meaningful Feedback Institute for Excellence in Education Summer Teaching Camp 72513 Barry Solomon MD MPH Thank you Small Group Leaders Meredith Atkinson ID: 540218 Download Presentation

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Presentation on theme: "Feedback, Part 1"— Presentation transcript

Slide1

Feedback, Part 1Learning Skills and Techniques to Provide Meaningful Feedback

Institute for Excellence in Education

Summer Teaching Camp

7/25/13

Barry Solomon, MD, MPHSlide2

Thank youSmall Group Leaders

Meredith Atkinson

Joe

Cofrancesco Jules JungRachel LevineLeah WolfeJanet Serwint

“Fishbowl”

Participants

Radu

Dudas

Kristopher

Kast

Kyle Mahoney

Tyler Mains

Brent

Pottenger

Sarah SunshineSlide3

DisclosureThe speaker and group facilitators have

no financial relationship with any commercial interest.Slide4

Objectives1. To appreciate the importance of giving meaningful feedback to learners.

2. To understand potential barriers and benefits to giving feedback.

To learn techniques and practice giving and receiving feedback (essential elements and Ask-Tell-Ask approach)Slide5

Session Timeline8:30-8:50 - Feedback Overview

8:50-9:05 - “Fishbowl” Exercise

Student Voices

9:10-9:45 – Feedback Practice 9:50-10:00 – Large Group Wrap UpSlide6

Rationale for Giving Feedback

Without feedback, mistakes go uncorrected, good performance is not reinforced, and clinical competence is achieved empirically or, not at all.

Jack

Ende

- Feedback

in Clinical Medical Education.

JAMA

1983;250:777-781.

Good

behavior

is not reinforced

Mistakes

go

Uncorrected

Learner will make assumptionsSlide7

BarriersTime commitment

Failure to obtain first hand data and specific examples

Lack of perceived value

Previous negative experiences Unclear performance expectationsEffects on teacher-learner relationship

Lack of trainingSlide8

Giving Back

To the learner

Provides opportunity for growth

Helps develop insight into own behaviorAllows learner to reach self-defined goalsTo the teacher

Provides personal fulfillment

Demonstrates interest and

caring

To the profession

Responsibility to our patients and colleagues

Ensures

the development of competent

physiciansSlide9

Essential Elements of Feedback

Well timed and expected

T

eacher and learner working

together

with common goals

Based

on first hand data

Regulated in quantity

Phrased in descriptive language, based on specific

observed behaviors

Ende

J. Feedback in Clinical Medical Education.

JAMA

1983;250:777-781.Slide10

The Feedback Sandwich

Praise

Criticism

PraiseSlide11

The New

Feedback

Sandwich

Ask

Tell

AskSlide12

Ask

Ask

learner to assess own performance first

Phrase question to encourage meaningful reflection

What went

well?

W

hat

could have gone better?

What were your goals?

Make

sure to allow adequate time for the answer

Begins a conversation

Assesses learner

s level of insight

Promotes

self-assessment and reflective practiceSlide13

Tell

React to the learner

s observationFeedback on self-assessmentTell

what you observed:

use

specific

behaviors without judgment (positive and constructive)

Instead of…

It

s

annoying

when you are late.

Try…“I noticed you have been arriving late to rounds.”Instead of… “You need to speak up, you’re too shy.”Try… “When I asked for your input on patient management, you didn’t say anything.”Slide14

Ask (again)

Ask

about

learner’s understanding and strategies for improvement

What could you do differently?

Again, give

enough

time

Give own suggestions

Consider replaying parts

of the encounter:

show me

Close by committing to monitor improvement together

Slide15

Small Group Practice Session

Brief review of two tools

Feedback Checklist & Stepwise Approach

Practice in pairs (10 minutes then switch)Choose scenario that best fits your teaching role Clinical: Outpatient SettingAttending-Student or Attending-ResidentClinical: Inpatient Setting

Resident-Student

Non-Clinical Small Group Teaching Setting

Instructor-Student

Non-Clinical: Research/Lab Setting

Faculty/Fellow-StudentSlide16

Small Group Practice SessionsGroup 1

 

-

Meredith/Barry, Room 370      Group 2 –

Janet,

Room

320

Group 3

Leah

,

Room

326

Group 4

Rachel,

Room 420Group 5 – Joe, Room 426Group 6 – Jules, Rooms 381/382 Slide17

FishbowlSlide18

Feedback Wrap Up

Lessons Learned

What went well?

What was challenging?Consider “Fishbowl” as a teaching toolTomorrow…Feedback, Part 2 - Giving Feedback and Developing Individual Learning Plans for Struggling Learners (

Laura

Hanyok

, MD and team)