Giving Feedback to the Students, New Concepts. By: Dr. Ahmed Osman Umm Al-Qura University Faculty of Public Health and Health Informatics Giving Feedback to the Students, New Concepts. By: Dr. Ahmed Osman MBBS, MHPE, MD

Contents of The Lecture Definitions Importance of feedback Methods of Giving feedback When and where to give feedback

Introduction Feedback means: Letting the students to know how they are performing. It discuss student's strengths and areas for improvement. Feedback is informative; non-evaluative, objective. It improves students’ skills or change their behavior.

Introduction Skill of giving feedback constructively can be learned. It needs good communication between students and teachers. Depends on: listen and ask, not to provide solutions.

Definitions "It is ongoing, open two-way communication between two or more parties." "Feedback should be descriptive and non-judgmental." Feedback should: "Appreciate good things."

Objectives of the Feedback Feedback possesses two main objectives: Appreciate the good/right things + logical explanations. Define the bad/wrong things + give options to change them.

Importance of the feedback Constructive feedback is a potent instrument in learning. It promotes learning. It ensures that standards are met. When it gives correctly, it can improve learning outcomes. Also, it can improve competence and self esteem.

Importance of the Feedback It is essential to maintain students to reach goals. It enhances personal development and learner's professional. It guides students to reach their maximum potential. Wrong feedback may damage student–teacher relationship. Wrong feedback intervenes future feedback.

Importance of the feedback Teachers benefits from feedback: To know effective teaching practices. To focus on areas of need. To obtain suggestions for improvement.

How to give feedback? Feedback should be: Descriptive and non-judgmental. Undertaken towards a common goal. Expected. At an appropriate time and place.

How to give feedback? As early as possible (after finishing a task). On specific behavior not on general performance. Describe behavior not personality. Given in small quantities and limited. Check learner's understands after the feedback.

Effective Feedback Requirements Adequate time. Clear goals and outcomes. Direct contact and observation of the students. Good communication skills in providing feedback.

Models of giving feedback Pendleton’s rules: Self assessment by learner to acknowledge what was done well. What was done well reinforced by the facilitator group. Skills used to achieve successful outcomes discussed. Self assessment by learner – what could have been done better- analyze alternative skills.

Models of Giving Feedback Pendleton’s rules: Facilitator/ group suggest alternative skills (if present). Learner feedback to the facilitator. The positives things are highlighted first. Followed by the facilitator or group skills reinforcing. Then suggestions of other skills by the learner and teacher.

Models of Giving Feedback Agenda-Led, Outcome-Based Analysis ( ALOBA): It gives a safe environment for the students. It recognizes what the student needs to help. The discussion is then directed towards achieving the learner’s goal. It promotes self-assessment and gives a new theories and concepts.

Models of Giving Feedback ( ALOBA) It allows changing in student's behavior. ALOBA provides a supportive environment by: Making offers. Provide new suggestions. Giving alternatives.

Mini-Clinical Evaluation Exercise (mini-CEX) It is an assessment method. used in a setting in which the students meet patients directly. Student undergo history and examination, put diagnosis and management. It provides a structured feedback based on observed performance.

The Sandwich Technique Paula

Six Step Feedback Model Observe student behavior/work. Invite the learner’s self assessment of a clinical encounter Describe the desired behavior Focus on 2-3 points Balance between positive and negative Relate back to original objective.

Six Step Feedback Model Make sure the student understands the difference between current behavior & desired behavior. Elaborate a plan to close the gap Follow-up on improvement

Other Models of Giving Feedback A five step micro skills model of clinical teaching. SCOPME model. Chicago Model. Giving Feedback Checklist. Get a commitment 2. Probe for supporting evidence 3. Teach general rules 4. Reinforce what was done right 5. Correct mistakes

Other Models of Giving Feedback T.E.L.L. Model. SIPP Model. SLC [Success, Learn, Change] Model. THANCS Model. BOOST Model.

When To Give Feedback (Timing)? Give feedback soon after task or session. Should be regularly as possible (on daily or weekly base). Choose an appropriate time (students are alert and not tired).

Where To Give Feedback (Setting)? Choose appropriate places (not like lecture). Preferred in front of the patients. Should be given in private place without any interruption (office).

Contents of Feedback Positive feedback maintains the student’s self-esteem. In positive feedback you should: Ask the student about what went well. Enumerates things you thought the student did well. Ask the student about skills to be improved. Talk about knowledge, skills, communication and attitudes.

Contents of Feedback Collect enough and good data. Give solutions to improve areas of weakness. Focus on the activity and behavior, not the personal issues. Avoid using the term “negative”. Start the student’s agenda at the beginning. Give your recommendation while feedback. Don’t to generalize things (be specific).

Feedback Techniques to be Adopted Respect the student and treat him with open minded. Perform the feedback in non-threatening environment. Consider thoughts and feelings of the student. Use non-judgmental feedback. Concentrate on student's behaviors. Focus on observed skills and facts.

Feedback Techniques to be Avoided Avoid closed threatening environment . Being judgmental. Using feedback on generalizations. Providing too much or too little feedback. Direct feedback on student's personality.

Learner Questions Addressed by Feedback You will expect students to ask you some questions: Where the student is going? How the student is going? Where the next step?

Factors Affecting the Impact of Feedback Using feedback as integral part of the solution of the problem affect positive feedback. Feedback on regular base improves the outcomes. Wrong feedback leads to feedback failures. This may cause: Defensiveness and shame to the student. The student will sense of demoralized and rejection.

Is the Feedback is Applicable in our Settings?

In Health Education Department

How Did Things Go (In General?)

References Amin Z., Seng C., and Eng K. (2006): Practical Guide to Medical Student Assessment. World Scientific Publishing Co. Pte. Ltd., Singapore. Chapters 15 – 19. Norcini J, Burch V. 2007. Workplace-based assessment as an educational tool: AMEE Guide no. 31. Med Teach. 29:855–871. Rahul Roy., Chowdhury. Gregory K., Learning to give feedback in medical education. 10.1576/toag.6.4.243.27023 available at: www.rcog.org.uk/togonline

References Alistair W. Vickery and Fiona R. Lake. Teaching on the run tips 10: giving feedback. MJA. Volume 183 Number 5. September 2005. Hamid Y., Mahmood S., Understanding constructive feedback: A commitment between teachers and students for academic and professional development Centre for Medical Education, J Pak Med Assoc. Vol. 60, No. 3, March 2010.

References London Deanery. Teacher’s Toolbox Guidelines for giving and receiving feedback. Professional development for clinical teachers. Available at: http://www.faculty.londondeanery.ac.uk/e-learning/feedback/files/Teachers_toolbox.pdf

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