1. Communication Skills and Health Professions Education (Medu)
Giving and Receiving Effective Feedback

2. Learning outcomes:
By the end of this lecture it is expected that you should be able to:
Describe rationale for giving feedback
Describe process of giving effective feedback for lifelong learning.
Discuss barriers to giving effective feedback
Practice giving and receiving feedback properly

3. What is the feedback?
Information describing students’ performance in a given activity that is intended to guide their future performance in that same or a related activity.

4. Feedback What is the last time you received a feedback?
What is the last time you gave a feedback?
Explain your experience with in the two occasion.

5. How feedback works? The Johari Window Model
The Johari Window is a model developed by psychologists Joseph Luft and Harry Ingham to describe how humans interact, including the process of giving and receiving feedback (Luft, ).

6. The Johari Window Model
Receiving feedback enlarges the Open Quadrant by reducing our "blind spot".
The receiver of the feedback learns things about themselves of which they were previously unaware.
This applies to both the student and the educator.

7. Important principles of feedback
Feedback should be:
Timely
Descriptive
Constructive
Specific
Generalization
Non-judgmental

8. Important principles of feedback
Objective, focused on behavior performance
Directed to behavior that can be changed
Selective-address one or two issues
Focus on helping learner better understanding the problem
Monitor learner’s temperament, personality, response
Two way process between learner and teacher
Address decisions and actions

9. What are the barriers and consequences of effective feedback?

10. Barriers: Time and place: Teacher and learner too busy for a feedback
Knowledge base on feedback is unclear
Ability to do feedback : Little practice
Different perceptions about feedback: Teachers believe they provide feedback more frequently than learners say they received i.e.
The culture: One way flow of information from teacher to learner

11. Barriers: Affective factors
Poor rapport between the learner and teacher
Teacher concern of the Negative impact on learner, unwanted emotional reaction from learner may lead the teacher to use unclear indirect statement or avoid feedback at all

12. Consequences of ineffective feedback:
Without feedbacks, mistakes go uncorrected, good performance is not reinforced

13. Sandwich Technique:

14. Sandwich Technique:

15. Language of feedback Call it ’feedback’ not evaluation
Get agreement in goals: the teacher and learner have the same goals for the session
Use precise, perspective and objective language
Focus on the behavior, not the person

16. Language of feedback
Consider the learner’s background, temperament, and personality and readiness
Be selective. limit the feedback to certain subject and focus on behaviors that the learner can correct.
Use ‘I’ statement instead of you, can defuse subjective feedback.

17. Language of feedback
Encourage reflection, create insight into behavior, move the discussion to a more complex level, and form the basis for improvement.
Keep cool. Feedback will be more effective if it is emotion laden.

18. Language of feedback
Give positive feedback too. Specific positive feedback will improve the chance that the learner will repeat desirable actions, desire to learn and receive feedback.
Focus on decisions and actions. Provide insights and guide future performance.

19. Feedback experience Positive feedback experience
Active listening
Mutual respect
Specific praise or criticism
Genuine desire to help
Spending adequate time

20. Feedback experience – Negative feedback experience
Public humiliation
Comments about personality
One-way discussion
Lack of personal interest in the learner
Too brief or too long feedback

21. Learning outcomes: Now you Know Rationale for giving feedback
Process of giving effective feedback for lifelong learning
Barriers to giving effective feedback
Giving and receiving feedback properly

22. Any Question