1. Beyond Cheerleading: How to be a coach to your residents by giving effective feedback
Angela Cheng-Lai, PharmD, BCPS
Clinical Pharmacy Manager
Montefiore Medical Center
Assistant Professor of Medicine
Albert Einstein College of Medicine
Bronx, New York
May 3, 2016

2. Disclosures
There is no commercial support associated with this educational activity
The presenter has no relationship with any commercial company

3. Objectives
To identify barriers to effective feedback and how to overcome them
To describe various characteristics of effective feedback and how a preceptor can incorporate them

4. Definition of Effective Feedback
Information that helps the trainee to build on skills and behaviors
Clarifies the trainee’s awareness of their developing competencies
Enhances the trainee’s self-efficacy for making progress
Challenges the trainee to set goals for improvement
Facilitates the trainee’s development of strategies to enable improvement

5. Barriers to Effective Feedback
Avoidance of “negative” feedback
Emphasis of being special
Constraints with time
Limitations on training/experience

6. Overcoming Barriers Enlist the learner as an ally
Ensure development of adequate, reflective thinking skills
Acknowledge the importance of feedback and make time for activity
Create forums to share knowledge/experience

7. Approaches to Feedback
Feedback sandwich
Pendleton method
Reflective feedback conversation
Agenda-led outcome-based analysis
Feedforward interview

8. Feedback Sandwich

9. Do’s for Feedback Treat feedback as a conversation
Establish mutually agreed goals
Provide well-informed feedback
Offer well-timed feedback
Tailor feedback to individual
Give specific feedback

11. More Do’s for Feedback Ensure that feedback is actionable
Provide the right amount of feedback
Include suggestions for improvement
Attend to trainee motivation
Engage the trainee in a reflective conversation
Encourage trainees to seek feedback

12. Don’ts for Feedback Assume that a single approach will be effective
Provide feedback without follow-up
Provide feedback that is based on hearsay
Underestimate the emotional impact of feedback

14. Assessment Question #1
Which of the following is the best approach to giving negative feedback:
Minimize negative comments to avoid an emotional reaction
Sugar-coat the truth and make negative feedback more tolerable
Avoid negativity like a plague
Enlist the learner as an ally and give comments based on behavior that is remediable

15. Assessment Question #2
Which of the following is an example of an effective feedback:
“You are a disaster waiting to happen!”
“My pharmacy technician told me that you are too quiet. Therefore, you probably did not contribute much during rounds.”
“You seem to struggle on Mondays due to an increased patient load from the weekend. You should arrive 1 hour earlier on future Mondays to ensure all patients are reviewed effectively prior to rounds.”
“You need to be more prepared for rounds.”

16. References and additional resource list
Wilkinson ST, Couldry R, Phillips H, et al. Preceptor Development: Providing Effective Feedback. Hosp Pharm 2013;48(1):26-32
Buck B, Wilkinson ST, Phillips H. Preceptor Development: Providing Effective Feedback, Part 2. Hosp Pharm 2014;49(6):
Lefroy J, Watling C, Teunissen PW, et al. Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspect Med Educ 2015;4:
Anderson PA. Giving feedback on clinical skills: Are we starving our young? J Grad Med Educ 2012;4(2):154-8
Schartel SA. Giving feedback – An integral part of education. Best Pract Res Clin Anaesthesiol 2012;26(1):77-87
Wenrich MD, Jackson MB, Maestas RR, et al. From Cheerleader to Coach: The developmental progression of bedside teachers in giving feedback to early learners. Acad Med 2015;90(11 Suppl):S91-7

17. Thank you! Questions/Comments?