Communication Skills and Health Professions Education (Medu) Giving and Receiving Effective Feedback

Learning outcomes: By the end of this lecture it is expected that you should be able to: Describe rationale for giving feedback Describe process of giving effective feedback for lifelong learning. Discuss barriers to giving effective feedback Practice giving and receiving feedback properly

What is the feedback? Information describing students’ performance in a given activity that is intended to guide their future performance in that same or a related activity.

Feedback What is the last time you received a feedback? What is the last time you gave a feedback? Explain your experience with in the two occasion.

How feedback works? The Johari Window Model The Johari Window is a model developed by psychologists Joseph Luft and Harry Ingham to describe how humans interact, including the process of giving and receiving feedback (Luft, 1969).

The Johari Window Model Receiving feedback enlarges the Open Quadrant by reducing our "blind spot". The receiver of the feedback learns things about themselves of which they were previously unaware. This applies to both the student and the educator.

Important principles of feedback Feedback should be: Timely Descriptive Constructive Specific Generalization Non-judgmental

Important principles of feedback Objective, focused on behavior performance Directed to behavior that can be changed Selective-address one or two issues Focus on helping learner better understanding the problem Monitor learner’s temperament, personality, response Two way process between learner and teacher Address decisions and actions

What are the barriers and consequences of effective feedback?

Barriers: Time and place: Teacher and learner too busy for a feedback Knowledge base on feedback is unclear Ability to do feedback : Little practice Different perceptions about feedback: Teachers believe they provide feedback more frequently than learners say they received i.e. The culture: One way flow of information from teacher to learner

Barriers: Affective factors Poor rapport between the learner and teacher Teacher concern of the Negative impact on learner, unwanted emotional reaction from learner may lead the teacher to use unclear indirect statement or avoid feedback at all

Consequences of ineffective feedback: Without feedbacks, mistakes go uncorrected, good performance is not reinforced

Sandwich Technique:

Sandwich Technique:

Language of feedback Call it ’feedback’ not evaluation Get agreement in goals: the teacher and learner have the same goals for the session Use precise, perspective and objective language Focus on the behavior, not the person

Language of feedback Consider the learner’s background, temperament, and personality and readiness Be selective. limit the feedback to certain subject and focus on behaviors that the learner can correct. Use ‘I’ statement instead of you, can defuse subjective feedback.

Language of feedback Encourage reflection, create insight into behavior, move the discussion to a more complex level, and form the basis for improvement. Keep cool. Feedback will be more effective if it is emotion laden.

Language of feedback Give positive feedback too. Specific positive feedback will improve the chance that the learner will repeat desirable actions, desire to learn and receive feedback. Focus on decisions and actions. Provide insights and guide future performance.

Feedback experience Positive feedback experience Active listening Mutual respect Specific praise or criticism Genuine desire to help Spending adequate time

Feedback experience – Negative feedback experience Public humiliation Comments about personality One-way discussion Lack of personal interest in the learner Too brief or too long feedback

Learning outcomes: Now you Know Rationale for giving feedback Process of giving effective feedback for lifelong learning Barriers to giving effective feedback Giving and receiving feedback properly

Any Question