1. Evaluation and Feedback: Best Practices

2. Key Steps to Teaching Effectively
Expectations
Engagement
Assessment
Feedback
Follow-up

3. Expectations Expectations are the basis of performance
No one likes to not know what they should be doing
Set expectations at the beginning of the rotation and refresh them often
If the expectations are not known by the learner, feedback will feel unsubstantiated

4. Expectations are the basis of performance
High Expectations
Beget High Performance
Low Expectations
Beget Low Performance

5. Assess the level and needs of the learner
There is always something to teach and room to improve
Knowing where they are help us to move them to the next level

6. Assessments flow from expectations
Set expectations at the beginning of the rotation and refresh them often
If the expectations are not known by the learner, the feedback based on the assessment will feel unsubstantiated
Assess multiple events
Everyone has good and bad moments – recognize patterns
Write down notes of what you thought at the time

7. Challenges with assessments
We tend not to distinguish between items- if a learner performs well in one area we tend to assess them well in other areas (halo effect)
Personality traits (e.g. extroversion, introversion) may have a positive or negative impact on our assessment
If we assess long after the actual training time we tend to mark toward the mean
Turnbull J., Van Barneveld C. Assessment of clinical performance: in-training assessment. In: Normal GR, van der Vleutem CPM, Newble DI editors. International handbook of research in medical education. Dordrecht, Netherlands:Kluwer Academic Publishers, 2002;

8. Share
Think of a time when a student/resident did poorly on a rotation and you found out later about an issue that would have changed your approach to their instruction.
Think of a time when a student/resident did something you didn’t like that could have been avoided if you had properly set up expectations…..or established better rapport.
What biases do you bring to the relationship?

9. The GLEAM model

10. GLEAM
Goals: What are your goals and expectations for this rotation? What are your goals and expectations for your career? Learning: How do you learn most effectively? What has helped you succeed in other rotations? What did you find challenging? How do you like to receive feedback? Experiences: What previous patient experiences have been meaningful to you? What worked for you and helped you learn? What seemed to derail you? Have the student share a story. Invite them to talk with you when such challenges arise during your subsequent time together. Activities: What activities are you involved in outside of medicine? Consider exploring the student’s support system. What other roles/responsibilities do you have in your family and community? More: What more do I need to know about you to make this an optimal learning experience for you? What have I forgotten to ask you? Do you have any questions for me?

11. GLEAM pearls by Eric Kraus MD
Alter it to fit your personality
There is no need to ask everything
10-15 minutes…or maybe it just starts the conversation and you discuss more over breaks / lunches.
Avoid diving deep or problem solving.
What are the resources if I get a concerning answer?