Roger Tisi Spring Symposium 2015 Why What is a CBD The Casebased Discussion CbD is a structured interview designed to assess your professional judgement in clinical cases Who does this ID: 796380
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Slide1
Making the most out of CBDs
Roger Tisi
Spring Symposium 2015
Slide2Why?
Slide3What is a CBD?
The Case-based Discussion (
CbD
) is a structured interview designed to assess your professional judgement in clinical cases.
Slide4Who does this?
In
ST3, you’ll present four cases to your trainer or educational supervisor one week before the discussion. They will select one or two for discussion.
Slide5…or this?
Your trainer or educational supervisors will aim to cover as many relevant competences as possible in the time available.
Slide6Who does this?
It’s
helpful to establish at the start of the discussion which competence areas your trainer or supervisor is expecting to look at.
Slide7…or this?
It is recommended that each discussion should take about 30 minutes, including the discussion itself, completing the rating form and providing feedback.
Slide8What is feedback?
…the
fuel that drives improved
performance
Parsloe
, 1995
Slide9Giving it straight
To craft teacher feedback that leads to learning, put yourself in the student's shoes
.
Susan
Brookhart
, 2009
Slide10What is it for?
…
the
way in which learners become aware of the gap between their current level of knowledge or skill and the desired
goal
Wood
(2007)
Slide11What makes for an effective CBD?
Slide12Health Warning
Slide13Less is more?
Slide14Concentrate on the ‘hard to reach’
Slide15Concentrate on what was
done
(not on the maybes…)
Slide16Be confrontational
Slide17The Feedback Problem…
Slide18Really?
Some students see the primary purpose of feedback as being that of
image strengthening
Pelgrim and Kramer (2013)
Slide19How to do it?
To achieve truly effective feedback, the health professions must nurture recipient
reflection-in-
action
Archer, JC, 2010
Slide20Really?
F
eedback
effectiveness tends to diminish the closer the learner gets to the “self” and the further away they get from the “task”.
Kluger
and De Nisi (1996)
Slide21Ho
w much
Be clear about what you are giving feedback about
One or two learning points
Focus on what can be changed
Slide22What type
Accentuate the positive?
Be specific
Encourage reflection
Slide23Problem Feedback
Upsetting the student
Effect of a negative reaction to feedback
Too generalised
Inadequate guidance as to how to rectify behaviour
Hesketh
and Laidlaw (2002)
Slide24