1. Making the most out of CBDs Roger Tisi Spring Symposium 2015

2. Why?

3. What is a CBD? The Case-based Discussion (CbD) is a structured interview designed to assess your professional judgement in clinical cases.

4. Who does this? In ST3, you’ll present four cases to your trainer or educational supervisor one week before the discussion. They will select one or two for discussion.

5. …or this? Your trainer or educational supervisors will aim to cover as many relevant competences as possible in the time available.

6. Who does this? It’s helpful to establish at the start of the discussion which competence areas your trainer or supervisor is expecting to look at.

7. …or this? It is recommended that each discussion should take about 30 minutes, including the discussion itself, completing the rating form and providing feedback.

8. What is feedback? …the fuel that drives improved performance Parsloe, 1995

9. Giving it straight To craft teacher feedback that leads to learning, put yourself in the student's shoes. Susan Brookhart, 2009

10. What is it for? …the way in which learners become aware of the gap between their current level of knowledge or skill and the desired goal Wood (2007)

11. What makes for an effective CBD?

12. Health Warning

13. Less is more?

14. Concentrate on the ‘hard to reach’

15. Concentrate on what was done (not on the maybes…)

16. Be confrontational

17. The Feedback Problem…

18. Really? Some students see the primary purpose of feedback as being that of image strengthening Pelgrim and Kramer (2013)

19. How to do it? To achieve truly effective feedback, the health professions must nurture recipient reflection- in-action Archer, JC, 2010

20. Really? Feedback effectiveness tends to diminish the closer the learner gets to the “self” and the further away they get from the “task”. Kluger and De Nisi (1996)

21. How much Be clear about what you are giving feedback about One or two learning points Focus on what can be changed

22. What type Accentuate the positive? Be specific Encourage reflection

23. Problem Feedback Upsetting the student Effect of a negative reaction to feedback Too generalised Inadequate guidance as to how to rectify behaviour Hesketh and Laidlaw (2002)