Download presentation
Published byVanessa Neal Modified over 9 years ago
1
Dr.Reem Al Afari, MD.Med Medical Education Department
Feedback Dr.Reem Al Afari, MD.Med Medical Education Department
2
Objectives Explain the difference between Evaluation and Feedback
State the 6 Stages of Feedback State the Benefits of Giving Feedback Learn at least one new way to facilitate effective feedback. Example Settings: Learners giving Feedback to each other Patients giving Feedback to Learners Providing Formal and Informal Feedback
3
Questionnaire Please fill in the Pre-Workshop Questionnaire for discussion later.
4
Evaluation vs. Feedback
A systematic procedure for assessing a sample of a student’s behaviour in order to measure that behaviour against standards and norms Feedback: The process by which the teacher provides learners with information about their performance for the purpose of improving their performance.
5
Video Clip for Discussion…
6
Pre-Workshop Questionnaire Discussion…
7
Nutrition Break
8
Why is effective feedback important?
9
Why is effective feedback important?
For you as a Teacher For the Student For Humanity
10
For you 1. It is fun to teach and share ideas
It can build rapport between you and the student
11
For the Student 3. Improves performance
4. Giving feedback helps students establish and meet their own goals 5. Giving feedback helps teach critical appraisal of own work
12
For the Student 6. Giving feedback is a platform to
introduce new ideas and resources 7. Without feedback, bad habits form 8. Without feedback, positive behaviors may diminish due to lack of reinforcement
13
For the Student 9. Generates confidence
10. Effective feedback promotes feelings of competence 11. Giving feedback shows students you care about them and their learning 12. It teaches them how to be good teachers
14
For Humanity 13. It is our responsibility to
educate the next generation of HCPs 14. Feedback can inspire the next generation of HCPs
15
When to Give Feedback
16
When to give feedback After and NOT before observation
Appropriate place/setting Appropriate time After you have invited the student’s self-critique
17
Give Feedback after and NOT Before Observation
Only give feedback on what you have observed. This seems obvious but in health care. Give example that Rebecca mentioned in nursing.
18
2. Choose an appropriate place/setting
Quiet environment; no interruptions Arrange seats in a neutral configuration CHOOSE THE RIGHT SETTING: Small group: if it will not make the student feel uneasy Privately: For individual feedback Topics of a sensitive nature In front of patient: Only if not embarassing Avoid negative facial or body language Hallway discussions and elevator discussions – make sure you’re NOT in front of peers, patients, or other staff (Reem will elaborate)
19
3. Choose an appropriate time
Give feedback routinely Plan a time Ask permission: “Is this a good time?” As close to event as possible AFTER objectives given to student Ideally, AFTER student feels comfortable with you AVOID premature feedback
20
4. Give Feedback after you have invited the student’s self-critique
How would you ask a student for his/her self assessment? “How do you think you did?” “What were some of the things that you thought went well?” Prompt: “Anything else?” “Was there anything that you would have done differently?” Avoid the guess what I’m thinking questions. “How do you think you did?”
21
Who should give feedback?
22
Who should give feedback?
An observer who is: Knowledgeable about the situation Experienced in the clinical setting In certain circumstances, patients can be an important source of feedback. Anyone who makes a valid observation of a trainee’s performance and who is experienced enough in that aspect of the clinical problem can provide feedback. Example: communication and attitude.
23
How to make feedback more effective…
24
How to make feedback more effective
The aim of giving feedback to trainees is to help them reach their potential at their particular stage of training.
25
To make feedback effective:
Know when. From the person who observes the trainee. Non-evaluative language. Be specific, not generalized. Focus on actions rather than personality.
26
To make feedback effective:
Describe or model the desired behavior Ensure that the students understand the difference between the current and desired behavior Develop a plan to close the gap: Educational Rx. Follow-up on improvement
27
Potential barriers to effective feedback:
Fear of upsetting the trainee. Fear of doing more harm than good. Poor handling of the trainee’s reaction. Lack of guidance. Multiple resources with inadequate and inconsistent feedback. Lack of respect for the source who gives feedback. Collaborate on this slide: Go through slide and have 2 audience participants comment Facilitate “fears of upsetting the trainee”
28
Paired Exercise Pair up with your neighbour
1 person = artist; 1 person = coach Goal: To replicate a picture as accurately as possible to the original This is your chance to practice giving and receiving feedback. Note: Each pair will have a different picture
29
Paired Exercise COACH ARTIST: Coach the artist to draw the picture
You will NOT be able to look at the picture You will draw the picture purely through your coach’s instruction and feedback
30
Rules contd. You have 10 minutes to complete the drawing COACHES:
Verbal Instructions Only Hands holding folder or on your lap: No hand gestures No pointing Use your feedback skills ARTISTS: Use the pencils and erasers provided You are allowed to point or gesture No peeking! You have 10 minutes to complete the drawing
31
Nutrition Break
32
Helping learners give feedback to each other…
I’m the medical student. I don’t know what you have but Dr. Smith says it’s bad.
33
Helping Learners give Feedback to Each Other
What are the benefits? - it prepares the student for future responsibilities - peers may have good insight into challenges - you learn when you teach - can encourage collegiality and strengthen team approach
34
Helping Learners give Feedback to Each Other
Provide learners with the rationale for small group critique Ask learners to generate guidelines surrounding feedback
35
Guidelines for small group critique
self-critique first give feedback directly, do not talk about a group member who is not present say it how you would like it said to you use examples to illustrate point link negative observation to concrete recommendations
36
Helping Learners give Feedback to Each Other
Be prepared to intervene if necessary Giver learners an opportunity to respond to critiques Give feedback on how they are giving feedback to each other
37
Helping Patients give Feedback to Learners
This is a medical student and resident examining a patient.
38
Helping Patients give Feedback to Learners
Explain to the patient prior to learner-patient encounter: Why feedback is important Expectations of patient Discuss patient concerns Reassurance of no negative consequences Evaluation is of the learner, not the patient
39
Helping Patients give Feedback to Learners
Ask patient for feedback after an encounter: Informal enquiry Questionnaire Videotape the patient-learner encounter Ensure informed consent from pt Review with pt and learner
40
Helping Patients give Feedback to Learners
Tips for Feedback Session: Review purpose Review everyone’s role Assure critique is constructive
41
“How did you feel when I questioned you about your eating habits?”
Encourage the learner to be active in eliciting feedback from the patient: “How did you feel when I questioned you about your eating habits?” “Was I doing anything that made it hard for you to tell me your story?” “Was there anything that I did that allowed you to be more open?” Does anyone want to share some other key phrases that they’ve used and has been successful. Consider withholding some of your feedback until you are alone with the student Before the session ends, assure that the patient is not left uncomfortable and that any needed follow-up is arranged.
42
Let’s summarize…
43
The 6 Stages of Feedback Observe student behavior
Ask the learner for their self-assessment Describe or model the desired behavior Ensure that the students understand the difference between the current and desired behavior Develop a plan to close the gap: Educational Rx. Follow-up on improvement.
44
Have we met the objectives?
What is the difference between Evaluation and Feedback? What are the 6 Stages of Feedback? What are some benefits of giving feedback (Hint: you, student, humanity) Did you learn any new ways to facilitate effective feedback? Space ship or astronaut picture
45
References Stanford University, editor. Stanford Clinical Teaching Course. Proceedings of the Stanford Clinical Teaching Course, Stanford, California. Stanford University, 2006. Ende J. Feedback in Clinical Medical Education. JAMA. 1983; 250(6): Hodges B. Personal communication, The Six Stages of Feedback – The Educational Prescription Workshop. Westberg J, Jason J. Fostering Reflection and Providing Feedback. Helping Others Learn from Experience. Springer Series on Medical Education. New York, NY.: Springer Publishing Company, Inc, 2001. Westberg, J and Jason, J (1991) Providing Constructive Feedback. A Centre for Instructional Support (CIS) Guidebook for Health Professions Teachers. Centre for Instructional Support. Boulder, CO.
46
Thank you! Now we need your feedback…
s
47
Please fill in the following:
Post-Workshop Questionnaire Workshop Evaluation
52
Types of Feedback Formal feedback: Informal feedback:
Observations over a period of time . Informal feedback: On a day-to-day basis Feedback is frequent Feedback occurs in specific situations Behaviors and skills discussed in small doses.
53
Tips when giving informal feedback
Focus on actions and be specific. Start open questions. Avoid facial or body language. No negative comments in front of peers. Limit feedback to the amount of information that trainee can use. Engage trainee to get feedback from others.
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.