1. UMMS CRIT Teaching and Leadership: Effective Feedback Susan J. Pasquale, PhD Assistant Provost Johnson & Wales University

2. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation By the end of this module, you will be able to: Recognize 4 characteristics of giving feedback that facilitate change Learning Objective

3. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation Why Is Feedback Important to the Learner? Clarifies goals & expectations Reinforces good performance Basis for correcting mistakes (formative) Reference point for evaluation (summative) Insight into actual vs. intended performance Reduces anxiety, insecurity about performance Demonstrates interest about learner as person Promotes two-way communication Provides guidance Krackov in Dent & Harden, 2009

4. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation Constructive Feedback Motivates Behavior Change If someone is going down the wrong road, he doesn't need motivation to speed him up. What he needs is [feedback] to turn him around. Jim Rohn

5. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation Five common feedback issues 1.Positive reinforcement without constructive criticism 2.Feedback that is too general 3.Feedback on areas unrelated to specific learning goals 4.Constructive criticism but no suggestions for improvement 5.Unaware of ways to facilitate improved feedback

6. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation Delivery Decide when and where to give it Decide how and how much to give Give the learner the opportunity to respond to the feedback and to be involved in creating plans for improvement

7. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation A two-way dialogue Motivate the learner Reduce risk Define goals Identify differences between learner’s achievement and the expected Provide direction Deconstruct the task to make it more achievable

8. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation Effective feedback focuses on conveying information to learners 1.What they do well that they should be doing more of 2.What they are doing that they may not need to do 3.What they aren’t doing that they should consider doing Alternatively: Saw them doing Didn’t see them doing Want to see them doing

9. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation Reflective feedback develops self-assessment & leads to discussion about improvement plans. 1.Ask learner for concerns about performance 2.Provide views on performance of concerns & offer support 3.Ask learner to reflect on what might improve the situation 4.Elaborate on the leaner’s response, correcting for understanding as needed. Cantillio & Sargeant, BMJ, 2008

10. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation 10 Characteristics of Constructive Feedback 1.Two-way dialogue 2.Descriptive vs. evaluative 3.Specific vs. general 4.First-hand data 5.Focus on behavior, decisions & actions, not assumed intentions or interpretations

11. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation 10 Characteristics of Constructive Feedback (cont.) 7.Well-timed and expected 8.Amount of information the receiver can use 9.Teacher and learner working as allies, with common goals 10.Opportunity to respond to the feedback and to be involved in creating plans for improvement Expanded by William H. Berquest from a list originally brainstormed by George Lehner and Al Wright in 1964. Printed in William H. Berquist and Steven R. Phillips’ A Handbook for Faculty Development. Vol. I (Dansville, NY: The Council for Advancementof Small Colleges, 1975), pp. 224-225. Ende, J. 1983 JAMA, 250(6), 777-781

12. UMMS CRIT 2012 Teaching & Leadership: Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation