1. Teachers Mentoring Teachers: The Gift of Peer Feedback Katherine M. Hyland, PhD Gerald Hsu, MD University of California, San Francisco Academy of Medical Educators

2. The Gift of Peer Feedback

3. Objectives Describe the elements of effective feedback Describe the TOP (Teaching Observation Program) process: Preparation, Observation/Evaluation and Feedback Observe/Evaluate a teaching session and compose feedback for a peer instructor Effectively deliver feedback to a peer instructor Promote a culture that includes peer feedback as an accepted and routine aspect of teaching

4. Agenda 1.Welcome, Introductions & Workshop Overview 2.“Pre” Self Assessment of Feedback Skills 3.Discussion: –Benefits of receiving feedback on our teaching –Challenges of giving/receiving feedback –Elements of Effective Feedback 4.Watch teaching video clip & Complete observation form

5. Agenda 5.Role-play feedback in pairs 6.Watch feedback video clip & Discuss 7.Develop list of Best Practices 8. “Post” Self Assessment of Feedback Skills 9. Wrap Up and Evaluation

6. Teaching Observation Program (TOP): Process

7. The Academy of Medical Educators TOP Mentor Training Module is available through the iCollaborative: –https://www.mededportal.org/icollaborative/re source/672https://www.mededportal.org/icollaborative/re source/672 Or directly through the UCSF public site: https://courses.ucsf.edu/course/view.php?id=1580

8. The Gift of Peer Feedback

9. Benefits of receiving feedback Creating awareness of what you know and what you don’t Getting feedback about what people thought Opportunity to improve Relationship building Correlate your impression of your teaching with others’ perceptions Motivating, if positive… even if not positive Hearing other teachers’ tips and tricks

10. Benefits of receiving feedback

11. Challenges of giving & receiving feedback How to frame feedback so that it’s well received How to frame the problems that were observed developing constructive feedback Degree of receptiveness: do they want feedback? Content vs. delivery Logistics Easier to see weaknesses than strengths Time and energy intensive To be judgmental or impartial Being sensitive to the history of the relationship Recipient may not understand what you’re feeding back

12. Challenges

14. Elements of Effective Feedback Limit the key points/topics Be specific Avoid generalizations Know what the teacher’s goals are No judgment Choose the right moment; timing Focus on things that can be changed Develop an action plan Authenticity

15. Principles of FeedBack F – Formative E – Expectations/Explanation E – Ellicit Self Assessment D – Data/Diagnose B – Based on Specific Behavior A – Action, Agreed upon plan C – Clear, Credibility K – Keep in Touch

16. Best Practices for TOP Mentors Choose the right setting: time and place; schedule it Use the feedback form; edit the feedback on a form Ask the teacher to reflect first Try to get the teacher to elicit the key points; persistence Remind teacher of the stated goals; refer back to them Choose up to three points Acknowledge that the mentor benefits as well Summarizing at the end; have the teacher summarize Be specific, find examples Tailor the feedback and the tone Make the feedback relevant to the content

17. Best Practices for TOP Mentors

18. Summary: Principles of Giving Good Feedback  Well timed and expected  Safe and mutually supportive environment  Understandable- keep it clear and simple  Comment on strengths before weaknesses  First-hand data, based on direct observation  Focused – address only 2-3 issues, limit to behaviors that are remediable  Channeled – directed toward behavior to be corrected, not the person  Specific and concrete – use specific examples, avoid generalizations  Descriptive non-evaluative language (i.e. no judgment)  Informative – explain why the behavior is a problem, provide suggestions for improvement

19. Summary: Principles of Receiving Feedback  Listen with an open mind; Avoid interrupting or defending a behavior  Ask clarifying questions  Relate feedback back to your own goals  Ask for specific suggestions  Take time before responding References: Ende, J. Feedback in Clinical Medical Education. Medical Education 1983; 250(6):777-781. Michaelsen L, Schultheiss E, Making Feedback Helpful – The Organizational Behavior Teaching Review, 1988, vol. 13, iss. 1, p. 109-113.

20. After this workshop, you should be able to: Describe the elements of effective feedback Describe the TOP (Teaching Observation Program) process: Preparation, Observation/Evaluation and Feedback Observe/Evaluate a teaching session and compose feedback for a peer instructor Effectively deliver feedback to a peer instructor Promote a culture that includes peer feedback as an accepted and routine aspect of teaching

21. Thank You!