1. Characteristics of Feedback
Office of Medical Education

2. Feedback that will most likely contribute to future improvement should be “TOLD AS”
T. TIMLEY AND WELL-TIMED
O. OBSERVED (based on first hand data)
L. LIMITED (to things that can be changed)
D. DESCRIPTIVE (not evaluative)
A. ACTIONS (deals with behaviors)
S. SPECIFIC

3. Levels of Feedback Level 1: What you saw the learner do.
Provides the learner a playback about what happened.

4. Levels of Feedback Level 2:
The faculty’s reaction concentrating on emotions and reactions rather than on judgments of the appropriateness;
Can help build the relationship between teacher and learner.

5. Levels of Feedback Level 3:
The faculty’s prediction of the likely outcome of the behavior
Allows the learner to consider the consequences of his/her actions that the learner may not have considered otherwise.

6. Helpful Hints for Giving Feedback
Catch your learners doing something right
Try to give positive feedback during your first encounter with the learner
Know when positive or negative feedback will most likely enhance performance
Select a time for giving feedback best suited for both the giver and the recipient
Begin with the learner – listen first.

7. The End
Resources: Evaluating Learner Performance. UTHSCSA

8. Post Test
Download the post test
Return to Dr. Sandra Oliver, OME

9. Post Test 1
Level 1 Feedback is best described by which of the following:
Watching your learner doing something right
Expressing your feelings about the learners’ behavior
Predicting the likely outcome of the learners’ behavior
Giving negative feedback to enhance performance

10. Post Test 2
Which of the following aspects of feedback will most likely contribute to future improvement?
Providing feedback at the end of the rotation
Providing feedback based on the senior resident’s comments
Limiting feedback to things that can be changed
Limiting feedback to your impression of the student