Feedback 101 A Guide to the Fundamentals of Standardized Patient Feedback.

Slides:



Advertisements
Similar presentations
Parent Engagement and IEP Meetings HPEC Principals and Superintendent Meeting June 15, 2011.
Advertisements

1 11 Trainer: Date: Supporting Children and Youth: Mentor Training for Senior Corps Volunteers Effective and Respectful Communication with Children and.
Feedback Dr Simon Hall Introduction to self Introduction to each other
How to Teach Adult Learners Preceptor Training. Adult Learners When educating adult students, acquiring knowledge is more efficient if we accommodate.
Objectives Explain the purpose of the RIME feedback method.
Linda Gask University of Manchester. Problem-Based interviewing a model Development by Art Lesser in Canada in 1980s. One of several models!
Mentoring Awareness Workshop
How can I make a difference?
Session 5-8. Objectives for the session To revisit general themes and considerations when delivering the intervention. To consider sessions 5-8 and familiarise.
Traveling Workshop State 4-H Leadership Council.
CERT Train-the-Trainer: Maximize Learning
Communication Essentials Oral Communication Skills Workshop.
Jon Boyes Trainer and Support Officer Careers and Employment Service Student Mentor Scheme Mentor Induction.
Coaching Workshop A good coach will make the players see what they can be rather than what they are. –Ara Parseghian ®
Group Mentoring Program Mentor & Mentee Preparation for Mentoring Helping People Succeed.
Unit 1 Task 4 Barriers To Communication Jackson Coltman.
Teamwork and Leadership. Types of Healthcare Teams Administrative Medical Emergency Hospital Patient Care Physician’s office Outpatient care.
QUALITY EDUCATION FOR MINORITIES (QEM) NETWORK TCUP LEADERSHIP DEVELOPMENT INSTITUTE (LDI) COHORT 11-SESSION 111 August 5, 2009.
National Food Service Management Institute
Marriage and Family Life Unit 1: Communicating With Others.
Mentor Induction Career Mentor Scheme.
Teaching Tip Series Day One: The First Meeting with a Student.
PEER SKILLS PROGRAM. What is Peer Skills? A two day interactive experience designed to:  Acknowledge and build on natural listening skills  Develop.
Improving Communication & Participant Complaint Resolution For Connections To Independence.
Planning Design appropriate learning activities to meet requirements of athletes’ stage of development Setting goals for the season/session Choose coaching.
LEADERSHIP. What is leadership? Leadership is a process by which a person influences others to accomplish an objective and directs the organization in.
Coaching Skills for Leaders Workshop Date 13th March 2014 Facilitator Mike White.
Principles of Patient Assessment in EMS By: Bob Elling, MPA, EMT-P & Kirsten Elling, BS, EMT-P.
CHCCS411A Work effectively in the community sector.
Effective Communication
Health Chapter 2.
What is mentoring? This section is designed to help students who will be working one to one or in groups with young people either.
Lecture 16. Train-The-Trainer Maximize Learning Train-The-Trainer.
Managing Performance. Workshop outcomes, participants will: RACMA Partnering for Performance 2010 Understand benefits of appropriate performance management.
Tackling Stigma and Discrimination. Structure Aims Learning Agreements Human Bingo Warm-Up Activity Language of Stigma and Discrimination Definitions.
Welcome Back Day 2. Recap Coaching in Child Welfare In Child Welfare, coaching will look a bit different than coaching in other areas or fields as there.
WELCOME Training the Trainers Course Iasi - December 10th - 11th 2001.
Kazakhstan Health Technology Transfer and Institutional Reform Project Day 2 Developing standardised patient roles.
Conflict in Team Environments – Part 2 Professional Year Program - Unit 6: Communicating in work teams to achieve professional goals.
Prepared by: Mad’yarova Farida IN-208. Effective communication skills are fundamental to success in many aspects of life. Many jobs require strong communication.
Managing The Work Of Paraprofessionals TEACHERS DIRECTING THE WORK OF PARAPROFESSIONALS.
Student Perception Survey Results Ms. X’s Results for SPS 2015.
Facilitating Multi Stakeholder Processes and Social Learning Herman Brouwer / Karèn Verhoosel Centre for Development Innovation Semi structured.
Tips, Techniques & Lessons Learned Division of Health Care Communication Facilitator Training.
Giving and Receiving Constructive Feedback
I-reflect pocketbook JYHS Cluster Collaboration. Who is the i-reflect pocketbook for? To help pupils reflect on their learning To help parents support.
SOLDIER DEVELOPMENTAL COUNSELING DA FORM 4856-E, FM APPENDIX C
Facilitate the Development of Healthcare Delivery Skills.
Therapeutic Communication
 This kind of thinking based on a lack of knowledge about the process of working with adults and about the needs of young children  Supervisors in early.
Positive Communication: Defusing Challenging Situations
The Role of the Volunteer HOSPICE PALLIATIVE CARE.
Supervisor Training PEER Centers April/May
Delivering Effective Feedback A Faculty Development Program for Teachers of International Medical Graduates.
Teachers Mentoring Teachers: The Gift of Peer Feedback Katherine M. Hyland, PhD Gerald Hsu, MD February 1, 2016.
Building Health Skills
© 2007 Capella University - Confidential - Do not distribute Charting the Course: Online Tutoring Guidelines Kathe Pelletier Director, University Learning.
All items and derived items © 2015, 2011 by Mosby, Inc., an imprint of Elsevier Inc.
Coaching in Early Intervention Provider Onboarding Series 3
Peers Fostering Hope Supported by the Dr
Lecture 3: Effective Communications Training
1 – Understanding Behavior Styles
Mental and Emotional Health
Facilitating Adult Learning
Chapter 8: Teamwork and Leadership
Core Competencies for Primary School Teachers in Crisis Contexts
Managing Relationships with Challenging Adults in the School Community
I-reflect pocketbook JYHS Cluster Collaboration.
Psychosocial Support for Young Men
SOLDIER DEVELOPMENTAL COUNSELING DA FORM 4856-E, FM APPENDIX C
Presentation transcript:

Feedback 101 A Guide to the Fundamentals of Standardized Patient Feedback

Significance of Feedback  What is it? Information to student about how SP felt in response to what student said or did during interview  Why is it important? Enriches teaching situation Student hears how their behaviour affected patient Student has opportunity to maintain or modify behaviour

How to Recruit SPs for Feedback  Recruit SPs for emotional maturity and potential for excellent communication skills  Choose SPs who are comfortable in front of large and small groups  Screen for biases  Screen for personal agendas & ‘baggage’

At the University of Toronto…  Feedback workshops  Feedback segments included in trainings and dry runs  Stretching feedback skills through increasingly complex projects  Trusting and encouraging SPs to find and use their own unique voice/style  It’s an on-going investment

Feedback Workshops  At least twice a year – have food and make it fun  At different levels: beginners –advanced  Approx 3 hours  Small and large group learning exercises  Active learning, highly participatory  Live demonstrations, individual practice, games

Trainings and Dry Runs  When appropriate, trainers integrate feedback training into regular trainings and dry runs –Need to know learning objectives –Awareness of ethical issues of case –Clarify their needs as patients –Practice giving feedback during training to a variety of interviewing styles/approaches

Stretching Feedback Skills  Simple to complex feedback situations Basic feedback to Year I students Complex feedback to Year IV students/residents Tutoring residents in difficulty Continuing education for physicians in peril End of life issues and palliative care including family conferences Restorative justice and conflict resolution

Trusting and Encouraging SPs  Expect high standards  Provide pre-session support  Provide post session debriefing  Allow SPs the freedom to find their “own legs”, “own voice”, “own style”  Acknowledge difficulty of giving feedback  Encourage on-going development of feedback skills

Practice What You Preach  Culture of the Program is invested in the challenge of modeling exemplary communication skills and feedback skills  Emphasis is placed on demonstrating good communication skills especially when giving feedback on communication skills  This maintains credibility of Program

Main Characteristics of Feedback  Specific rather than general  Based on observable behaviour rather than inference  Descriptive rather than evaluative  Sharing information rather than giving advice  Constructive rather than destructive

Structure for Giving Feedback  Transition from interview to feedback  Opening to feedback  Body of feedback  “Checking in”  Closure  Debriefing

Transition from Interview to Feedback  After the interview is over… Take a few deep breaths Organize your thoughts Introduce yourself

Opening to Feedback  Where to begin  Ask how the student felt – this gives you an understanding of how they are feeling and a good place to start (active listening)

The Body of Feedback  The basic ‘formula’ “When you….I felt….” “I felt….when you….”  Identify how you felt and back it up with specifics  A few points are usually sufficient  ‘Sandwich’ technique

“Checking In”  Give the student the opportunity to respond to your feedback –Do you have any questions? –How are you feeling about what I said?

Closure  Thanks …For the opportunity to meet with you  Acknowledge the student’s efforts

Debriefing for the SP  Self reflection …“What have I learned?”  Release yourself …From the case…Debrief if necessary  Report to trainer …Anything unusual or unsafe  Maintain confidentiality

Tips  Substitute “and” for “but”  There’s no right or wrong – it’s a learning experience - everyone has their own unique strengths  Keep it simple  Use a professional conversational style

Tips (continued)  Avoid the following words: “should”, “could”, “ought to”, “need to”  Let’s think about alternatives:

Vocabulary – “I felt…”  Reassured  Understood  Encouraged  Relieved  Cared for  Satisfied  Hopeful  Supported  Rushed  Frustrated  Anxious  Confused  Afraid  Embarrassed  Worthless  Foolish