Giving constructive Feedback Dr Helen Mulcahy Preceptorship education 2019

Giving feedback effectively: Timing Feedback should occur often. Make feedback a regular natural part of clinical experience. Discuss and negotiate with the learner to reach an understanding about when, where, and how often feedback will be given. Identify objectives and goals with the student Establish a relationship with the student Create an environment of trust, where students welcome constructive feedback Find a quiet comfortable place to give feedback

Issues to consider Student Environment The content Existing relationship Previous history Discussion or judgement Plan of action Future plan

Giving feedback effectively: Begin by soliciting the learners thoughts Base feedback on first hand data Relate feedback to goals and objectives Focus on specifics not generalisations Limit the quantity of feedback at one time Be open and honest Encourage problem solving

‘Footpath Feedback’ Ask in general how well ‘it’ went Ask what they think went well Tell them what you observed went well Ask what they think could be improved Tell them what you think could be improved (not more than 5 points) Summarise the key learning points

Base feedback on behaviour observed ‘help people to reach their full potential by catching them doing something right’ (Blanchard and Johnson. The One minute manager) https://www.youtube.com/watch?v=ZRU9ERi-GtM https://www.youtube.com/watch?v=v3NLetsLYu4

What types of problems require immediate feedback Lack of knowledge Bad attitude Student does not want to be there Student does not want to admit knowledge gap Inappropriate attitude to patients, colleagues and preceptor.

Dealing with the problem performer DESC approach Describe the problem performance – focus on the behaviour. Explain the impact of the performance State your expectations –what exactly you expect to change in the future and set a time for review of progress Communicate consequences – realistic not idle threats.

When to call for help? As soon as you suspect an irresolvable problem Academic deficiency Unprofessional behaviour Motivation Absence/ timeliness Maturity Communication style