Insert grabber Video. Giving Effective Feedback Making A Better Sandwich Garrett Meyers, MD Sameer Khatri, MD Faculty Development Fellowship.

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Presentation transcript:

Insert grabber Video

Giving Effective Feedback Making A Better Sandwich Garrett Meyers, MD Sameer Khatri, MD Faculty Development Fellowship

Objectives Reviewed importance of feedback Defined feedback vs. evaluation Identified barriers to feedback Identified ingredients of effective feedback Applied effective feedback techniques

Activity #1 Write down 1-2 words that come to mind when you think of feedback Be prepared to discuss with group 2 minutes Feedback reflection

Activity #2 Read and highlight what you think are: o o Reasons feedback is important o o Principles of effective feedback o o Ways to give better feedback Be prepared to discuss with group 8 minutes

Feedback: Why bother? “The goal of clinical training is expertise in the care of patients. Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved empirically or not at all." -Ende J: Feedback in clinical medical education. JAMA 250(6):777-81, 1983

Johari Window Known to SelfUnknown to Self Known to others Unknown to others Open/Free Area (Personal Growth) Hidden Area Blind Area Unknown Area Feedback Self Awareness Mutual Understanding

Feedback: What is it?

Activity #3 Place descriptive words under Feedback or Evaluation Be prepared to discuss with group 3 minutes Feedback vs. Evaluation

FeedbackEvaluation ImmediateScheduled InformalFormal Observation Objective Event specificGlobal performance ImprovementGrading DialogueMonologue

What are your barriers to feedback?

Effective Feedback What are the ingredients?

Principles of Effective Feedback S pecific O bjective M odifiable Behaviors E xpected T imely L imited C onstructive S O M E T L C

Activity #4 In groups of 2, each person pick one scenario Read and highlight key points you would use when giving feedback 3 minutes Practice SOME-TLC

Old Feedback Sandwich Positive Negative Positive Not very palatable

New Feedback Sandwich Ask Tell / Teach Ask Act

Ask Ask learner to assess their own performance How do you think you did? What do you think went well? Did you have any problems?

Tell / Teach Tell I observed... It seemed as though… When you do __I feel__... Teach (short pearls) In my experience…. Consider…

Ask Ask learner to reflect and analyze What do you think of… my observations? my comments? What would you do differently? What can we do to improve?

Act Summarize key points Demonstrate Re-assess Commit to a plan

TELL ASK ACT Why Ask-Tell-Ask-Act?

Activity #5 Use SOME TLC in activity #4 Take turns giving feedback using Ask-Tell / Teach-Ask-Act 10 minutes Build a new feedback sandwich

How did it go? OR

How did it go?

Activity #6 Call to Action List what you will do in the next month to improve feedback to our students Be prepared to share

Objectives Reviewed importance of feedback Defined feedback vs. evaluation Identified barriers to feedback Identified ingredients of effective feedback Applied effective feedback techniques

Take Home Points Feedback is essential Feedback is desired by learners Effective feedback requires preparation Give SOME-TLC via Ask-Tell-Ask-Act

Questions?