Making the most out of CBDs Roger Tisi Spring Symposium 2015.

Slides:

Advertisements

Similar presentations

Leadership Workshop September 4, 2009

Advertisements

Managing SEN: Monitoring and Evaluation – Gathering Evidence: Making Judgements Day 1.

Giving developmental feedback A generic skill Dr. Adrian Dunbar, Yorkshire Deanery.

Promoting Excellence in Family Medicine nMRCGP Case Based Discussion A Beginners guide.

Feedback & Evaluation: Quick Tips for Clinical Preceptors (Part 1) Shirley Schlessinger, MD, FACP Associate Dean for Graduate Medical Education University.

Effective Feedback Win May, MD, PhD Beverly Wood, MD, PhD Division of Medical Education Keck School of Medicine University of Southern California.

Effective Assessment and Feedback

Developing Our Leaders – Creating a Foundation for Success

Effective Feedback Fiona Spencer.

What is Portfolio Learning? An introduction to Portfolio Learning ? Portfolio Education is an experience, which focuses on you, the learner! Where am I?

TOKEN ECONOMY PROGRAMME. STEP 1: IDENTIFY THE BEHAVIOUR THAT NEEDS TO BE CHANGED The behaviours must be outlined clearly and everyone involved in the.

In Europe, When you ask the VET stakeholders : What does Quality Assurance mean for VET system? You can get the following answer: Quality is not an absolute.

General Practice Introduction to the eportfolio and the MRCGP KSS Deanery 2014 Dr Susan Bodgener Associate Dean for Assessment KSS Deanery.

Workplace-based Assessment (WBA) – Beyond the numbers

Promoting Excellence in Family Medicine nMRCGP Workplace-based Assessment March 2007.

Classroom Observations: Open Conversations about your Practice for student improvement. How do we change things? There is some magic stuff being done by.

Understanding Learning in Fieldwork T.Y, LEE Fieldwork Coordinator (BSW) City University of Hong Kong.

ASSESSING & DEVELOPING YOUR WORKPLACE COMMUNICATION SKILLS Professional Year Program - Unit 1: Workplace Communication.

A Brief overview of the Standards to Support Learning and Assessment in Practice. Nursing and Midwifery Council (2006) Standard to Support Learning and.

Mentor Workshop: Assessing Learners Facilitated by a Practice Education Facilitator.

Supervising Workplacement Learning at Work. Goals How learning has changed in the last few years. Learning at work through a three way partnership. Collecting.

Bob Woodwards SAC Chair, Oral and Maxillofacial Surgery.

Department of Sport and Recreation SELF EVALUATION & ANALYSIS For Officials.

Study Guide ch. 2 SarahBeth Walker. Self-Directed Learning (SDL)  Any increase in knowledge, skill, accomplishment, or personal development that an individual.

The New Primary Curriculum and its Assessment. Aim The aim of this meeting is to give you information about the changes that are happening in education.

Maria Landy helps you to understand The Primary National Curriculum in England Look at other schools websites! Maria Landy introduces the Primary National.

Management Development

IMPORTANCE &SKILLS OF GIVING FEEDBACK Dr. A.K.Pathak ELMC,Lucknow.

Giving effective performance feedback. Session objectives Identify the uses of feedback Explore the methods of providing feedback to learners Explore.

Do the new formative work based placed assessments improve educational impact? Dr Hermione Race, Dr David James, Dr Caroline Fertleman London School of.

Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.

The 1-10 Scale. How well are you developing your independent study skills and how much effort are you putting into your studies? 1: 0-2 hours independent.

Dr. Othman Ali Alghtani Tabuk University, K.S.A.

Dr. Sarbjit Saini TPD – Sandwell VTS. What we will be covering When to complete ESR Creating a review period What is contained in an ESR Collecting.

Career Planning.

Becoming a trainer – training needs analysis

General Practice Introduction to the eportfolio and the MRCGP HEKSS 2015 Dr Susan Bodgener Associate Dean for Assessment, HEKSS.

Assessment Design. Four Professional Learning Modules 1.Unpacking the AC achievement standards 2.Validity and reliability of assessments 3. Confirming.

P.R.I.D.E. School Professional Day :45 am- 3:30 pm.

Reflective Learner.

St Johns Primary School 2010 A-E GRADES ARE PART OF THE PICTURE.

WHY = How. 1.You take control of an aspect in your life: HOW? Why Set Goals?

Effective Assessment: Do students learn what we are teaching? Tricia Munn.

Plan To understand where self-reflection fits into your development as a coach To understand the types & timings of reflections To understand why self-reflection.

What is assessment for learning?

UKCC LEVEL 2 COACHING RUGBY LEAGUE

Assessing Competence in a Clinical Setting GRACE Session 12.

Monitoring and Assessment Presented by: Wedad Al –Blwi Supervised by: Prof. Antar Abdellah.

Introduction to the eportfolio and the MRCGP HEEKSS 2015 Dr Susan Bodgener Associate Dean of Assessment, HEEKSS.

Competency Based Fellowship Program (CBFP) Case-based Discussion (CbD)

CASE BASED DISCUSSION UPPING YOUR GAME AUGUST 2015.

(A quick ‘taste’ or overview)

SCHOOL BASED SELF – EVALUATION

Miss Alexis Sudlow, ST3 General Surgery

Unit 6: Work experience in health and social care

Assessment Of, For, and AS Learning

Sarah Priestley British Council Italy Bilingual Project coordinator,

New Zealand Dietitians Board

Assessment A.E.T. Week 10 Cate Clegg.

September 2006 ELT Oran.

MRCGP Case Based Discussion

The ePortfolio – who cares?

Teacher Professional Learning: Finding The Right Blend.

Introducing Assessment For Learning

Level 3 Award in Supporting the Delivery of Dance in Physical Education and School Sport Tutor: Sue Trotman & Karen Van Berlo.

Assessment The purpose of this workshop / discussion is to extend further teachers’ understanding of the Department's Assessment Advice. This workshop.

Giving developmental feedback

Encouraging Good Learning Behaviours for Vulnerable pupils

Presentation transcript:

Making the most out of CBDs Roger Tisi Spring Symposium 2015

Why?

What is a CBD? The Case-based Discussion (CbD) is a structured interview designed to assess your professional judgement in clinical cases.

Who does this? In ST3, you’ll present four cases to your trainer or educational supervisor one week before the discussion. They will select one or two for discussion.

…or this? Your trainer or educational supervisors will aim to cover as many relevant competences as possible in the time available.

Who does this? It’s helpful to establish at the start of the discussion which competence areas your trainer or supervisor is expecting to look at.

…or this? It is recommended that each discussion should take about 30 minutes, including the discussion itself, completing the rating form and providing feedback.

What is feedback? …the fuel that drives improved performance Parsloe, 1995

Giving it straight To craft teacher feedback that leads to learning, put yourself in the student's shoes. Susan Brookhart, 2009

What is it for? …the way in which learners become aware of the gap between their current level of knowledge or skill and the desired goal Wood (2007)

What makes for an effective CBD?

Health Warning

Less is more?

Concentrate on the ‘hard to reach’

Concentrate on what was done (not on the maybes…)

Be confrontational

The Feedback Problem…

Really? Some students see the primary purpose of feedback as being that of image strengthening Pelgrim and Kramer (2013)

How to do it? To achieve truly effective feedback, the health professions must nurture recipient reflection- in-action Archer, JC, 2010

Really? Feedback effectiveness tends to diminish the closer the learner gets to the “self” and the further away they get from the “task”. Kluger and De Nisi (1996)

How much Be clear about what you are giving feedback about One or two learning points Focus on what can be changed

What type Accentuate the positive? Be specific Encourage reflection

Problem Feedback Upsetting the student Effect of a negative reaction to feedback Too generalised Inadequate guidance as to how to rectify behaviour Hesketh and Laidlaw (2002)