1. Giving effective performance feedback

2. Session objectives Identify the uses of feedback Explore the methods of providing feedback to learners Explore the general principles of feedback Identify two models of giving effective feedback Identify two different types of assessment Discuss appraisal tools

3. Your experiences of feedback …an example of when feedback worked well… …an example of when feedback did not work well…

4. The two extremes… “Damaging feedback” Erosion of confidence – nothing learnt “Vanishing feedback” Avoiding conflict – message lost

5. Feedback The 10 general principles of giving effective feedback… (applies to verbal & written)

6. 1. Set the scene Place, time, supportive environment Feedback is more effective when it becomes routine 2. Be explicit This is feedback

7. 3. Be descriptive rather than evaluative This reduces defensiveness “…You were really weak in getting information from that patient…” VS “…Did you notice that you avoided eye contact with the patient as you were taking that history…”

8. 4. Focus on behavior not personality Minimises a defensive response & allows opportunities for change “…You weren’t really interested in getting information from that patient…” VS “…Roughly how many open-ended questions do you think you asked…”

9. 5. Be specific rather than general More likely to result in an improved performance “…You’d better improve your skills…” VS “…You picked up really well on the patient’s back pain but you seemed unsure about how to explore the problem…”

10. 6. Involve sharing information rather than giving advice “…This is everything you need to know when managing a patient with a drug overdose…” VS “…Would you like to hear about my first experiences of managing a drug affected patient…”

11. 7. Be limited to a certain amount of information rather than information overload “…There were a number of inconsistencies with your performance?...” VS “…If there was one thing you could change about your interaction, what would it be?...”

12. 8. Be verified by the recipient Encourages & checks for insight “…You were terrific…” VS “…How did you feel that situation went?...”

13. 9. Pay attention to the consequences of feedback Recognise the learners readiness to receive feedback Allow for response & interaction  Be aware of verbal & non-verbal responses to feedback Don’t correct a learner in front of a patient Don’t just focus on the negative Choose appropriate language

14. 10. Be honest, meaningful & objective Provide relevant & meaningful feedback Don’t say that was OK’ when it was not BUT Don’t be brutal

15. Questions to ask yourself prior to giving feedback: What should be the frequency & timing of the feedback Is the learner a beginner in this task? What is the context of the learning situation?

16. Pendleton method of feedback Ask learner how they felt Ask learner what went well & why Teacher says what went well & why Ask learner what could be done better & how –Educator may add Summarise strengths & up to 3 things to concentrate on –May be done by student for verification

17. Follow up strategies Not enough to just give feedback Need to work with learner on strategies to achieve goals/make improvements Learner and supervisor have roles in this

18. Unacceptable behaviour 1.Check learner is ok before you begin 2.Use a wake-up warning phrase 3.Say, very simply what is not right 4.Provide an example as appropriate 5.Relax the tone to allow for a positive response 6.Respond to offer positively 7.Do not be drawn into discussion on justification 8.Most of us take criticism better if it is not personal

19. Supervisor Feedback Getting feedback as you as supervisor also important –“How can I better support you to learn?” Develops respect Enhance learning experience Shared understandings

20. Feedback Activity Your opportunity to give feedback…

21. Assessment Formative phase –Ongoing/occurs throughout –Informs progress –help learner improve Summative phase –Specific time –Judgement of performance + usually documentation

22. Appraisal tools Usually provided by educational institution Determination of competence Rating/grade Enables constructive criticisms Guidance for further development Examples of practice

23. Guidance for providing constructive comments General comments in relation to student performance should be supported with examples “(student) consistently checks institution policies & procedures prior to performing procedures”

24. What questions do you have?

25. References Bondy, K.M. (1983). Criterion – referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education, (22), 376-381 Ende J.(1983). Feedback in clinical medical education. JAMA, (250),777-781 Gordon, J. (2003). One to one teaching and feedback: ABC of learning and teaching in medicine. British Medical Journal, 326(7388),543-545. Pendleton, D., Schofield, T., Tate, P.& Havlock, P. (2004). The New Consultation, Oxford University. Silverman, J., Draper, J., & Kurtz, S.M. (1996). The Calgary – Cambridge approach to communications skills teaching 1: Agenda led outcome based analysis of the consultation. Education in General Practice, (7), 288-299.

26. References Stengelhofen, J. (1993). Feedback. In Teaching students in clinical settings, (pp. 153 – 179) London: Chapman and Hall. Taras, M. (2006), Do unto others or not: equity in feedback for undergraduates, Assessment and Evaluation in Higher Education, (31)3, 365-377. Van der Ridder et al. (2008) University appraisal tools, Deakin University, Monash University. Acknowledgement: Kiegaldie. D. (2008). Giving Effective Performance Feedback. Centre for Medical & Health Sciences Education. Monash University