FEEDBACK Dr. Mohammed Moizuddin Khan Associate Professor

Objectives At the end of this session the participants shall be able to: Define feedback. Explain the importance of feedback for learning. Understand principles of effective feedback. Appreciate different feedback models

Feedback Definition: A two-way process in which specific information is exchanged about the comparison between students’ observed performance and a standard, given with the intention to encourage students to improve their performance.

Why is Feedback Important? Promotes reflection about one’s learning or performance. Helps to identify the gaps in learning or performance. An educational intervention that enhances learning and contributes for the growth of the students and teachers Helps to reinforce good performance and reduce repeated performance errors.

Characteristics of Feed Back Motivational Aim is to make the learner feel good. Evaluative Aim is to measure the student achievement. Descriptive Goal is to improve the learner achievement by telling the learner about their performance against an informed standard and an action plan to move forward in the learning process.

Principles of effective feedback Expectation from a feedback provider Clear goals and objectives for feedback Establish a respectful learning environment Base feedback on direct observation Make feedback timely and a regular occurrence Begin the session with the learner’s self-assessment Reinforce and correct observed behaviors

Principles of effective feedback Use specific, neutral language to focus on performance Confirm the learner’s understanding and facilitate acceptance Conclude with an action plan Reflect on your feedback skills Create staff development opportunities Make feedback part of Institutional culture

Feedback on written exams and assignments How? Collective feedback (written, oral or electronic) It should: be of particular value to re-sit students provide general feedback to the students who sat the exam serve as a revision tool for the incoming students

Feedback on written exams and assignments What? How many students attempted questions that were generally answered effectively? Questions that students struggled with How examiners use the marking criteria and how many students addressed it? Specific comments •What the question was looking for? •How the question was answered well? •How the question was answered poorly?

Feedback on laboratory experience Steps followed (checklist) Reliability of the work Work habit and attitude Safety rules etc..

Feedback on presentation skills Content Organization of content Voice Presentation Post presentation discussion

Models of Feedback Ask Tell

Pendleton Rules Phase Supervisor Trainee Positive aspects Tell what went well Complement on what went well Areas of Improvement Tell what went wrong, what could be done better Complement what could be done better Action Plan for improvement Tells action plan Approves Action Plan Summary Summarizes the key points Complements If Necessary

Feedback - generic model Things done well Things to continue Things to be stopped Things to be started

Limit the Quantity

Enhancing the feedback seeking behavior •Rapport •Quality of feedback •Emotions •Organization climate (work culture)

Reflective activity Think of your current teaching context and reflect on: •Who are your learners? •When and how will you introduce the “culture of feedback” in your discipline? •Where will you give feedback? •When and how often will you give feedback? •How will you create a safe and supportive feedback environment? •What steps could you implement now to plan more effectively for giving feedback?

Summary Feedback is a cornerstone in learning and in teaching clinical competence Feedback should be specific, timely, and aimed at next steps to improve further learning and performance. Involving the learner and using a structured approach to giving feedback will enhance the quality of learning.

Thank you…