Characteristics of Feedback Office of Medical Education
Feedback that will most likely contribute to future improvement should be “TOLD AS” T. TIMLEY AND WELL-TIMED O. OBSERVED (based on first hand data) L. LIMITED (to things that can be changed) D. DESCRIPTIVE (not evaluative) A. ACTIONS (deals with behaviors) S. SPECIFIC
Levels of Feedback Level 1: What you saw the learner do. Provides the learner a playback about what happened.
Levels of Feedback Level 2: The faculty’s reaction concentrating on emotions and reactions rather than on judgments of the appropriateness; Can help build the relationship between teacher and learner.
Levels of Feedback Level 3: The faculty’s prediction of the likely outcome of the behavior Allows the learner to consider the consequences of his/her actions that the learner may not have considered otherwise.
Helpful Hints for Giving Feedback Catch your learners doing something right Try to give positive feedback during your first encounter with the learner Know when positive or negative feedback will most likely enhance performance Select a time for giving feedback best suited for both the giver and the recipient Begin with the learner – listen first.
The End Resources: Evaluating Learner Performance. UTHSCSA
Post Test Download the post test Return to Dr. Sandra Oliver, OME
Post Test 1 Level 1 Feedback is best described by which of the following: Watching your learner doing something right Expressing your feelings about the learners’ behavior Predicting the likely outcome of the learners’ behavior Giving negative feedback to enhance performance
Post Test 2 Which of the following aspects of feedback will most likely contribute to future improvement? Providing feedback at the end of the rotation Providing feedback based on the senior resident’s comments Limiting feedback to things that can be changed Limiting feedback to your impression of the student