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
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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)