When the news is not so good: Providing effective feedback for low performance of students Jerry K. Burik, MHS, OTR/L Assistant Professor & Academic Fieldwork Coordinator Occupational Therapy Educational Program Medical University of South Carolina College of Health Professions

Objectives Discuss the impact of the evaluation process on professional growth Discuss the impact of the evaluation process on professional growth Differentiate between supervision and supervisory process Differentiate between supervision and supervisory process Identify common barriers to providing feedback Identify common barriers to providing feedback Utilize guidelines for providing instructive feedback Utilize guidelines for providing instructive feedback

Continuous evaluation is essential for professional growth: Assumptions Protecting the public Protecting the public Certifying/documenting that learners have satisfied the requirements of the academic program Certifying/documenting that learners have satisfied the requirements of the academic program Integrity of the academic program is directly related to the evaluation process Integrity of the academic program is directly related to the evaluation process

Didactic & clinical activities are equally important components of the academic program Didactic & clinical activities are equally important components of the academic program Each & every day is considered equally important in the evaluation process Each & every day is considered equally important in the evaluation process Knowledge, skills, & professional behavior are equally important components of performance Knowledge, skills, & professional behavior are equally important components of performance

Supervision defined “to direct and inspect the performance of work or workers” “to direct and inspect the performance of work or workers” “to manage, control, or oversee” “to manage, control, or oversee”

Supervisory process in professional practice Shared, reciprocal exchanges in which the supervisory participants (those involved in the working relationship) become interdependent Shared, reciprocal exchanges in which the supervisory participants (those involved in the working relationship) become interdependent Effective supervisory process requires that participants share information by giving & receiving feedback Effective supervisory process requires that participants share information by giving & receiving feedback

Barriers to providing effective feedback: Why do we avoid? It’s too uncomfortable, I want to be liked It’s too uncomfortable, I want to be liked Belief that with additional time & opportunities for practice, sub-standard performance will resolve itself Belief that with additional time & opportunities for practice, sub-standard performance will resolve itself Fear of repercussions Fear of repercussions Lack of confidence in providing & receiving feedback Lack of confidence in providing & receiving feedback

Providing Instructive feedback Base comments on direct observation Base comments on direct observation Provide feedback immediately after performance in an appropriate context Provide feedback immediately after performance in an appropriate context Emphasize specific behaviors, skills, or words Emphasize specific behaviors, skills, or words

“Connect the dots” between what was observed & what is expected (goals, objectives) “Connect the dots” between what was observed & what is expected (goals, objectives) Provide instructions to correct errors Provide instructions to correct errors Limit amount of information given Limit amount of information given Assess for comprehension/understanding Assess for comprehension/understanding Facilitate a process of self evaluation through follow up assessment Facilitate a process of self evaluation through follow up assessment