1. Feedback to Colleagues: Overcoming Barriers and Enhancing Impact David H. Roberts, MD Associate Director, Carl J. Shapiro Institute for Education & Research Associate Director, The Academy at HMS Associate Professor of Medicine, HMS A teaching hospital of Harvard Medical School Education is at the heart of patient care.

2. A teaching hospital of Harvard Medical School Acknowledgments Dr. Roberts would like to thank the Peer Observation Interest Group Co-Chairs, Lori Newman, MEd and Dr. Susan Frankl for their contribution to this educational session The slides in this talk are modified from an earlier version by Lori Newman, MEd

3. A teaching hospital of Harvard Medical School Is the conversation different with a trainee versus a colleague?

4. A teaching hospital of Harvard Medical School Unique aspects of giving feedback to colleagues

5. A teaching hospital of Harvard Medical School Exchange of ideas Exploration of best teaching practices Discovering new perspectives on teaching

6. A teaching hospital of Harvard Medical School Establish “learning” rather than “performance” perspective Agreed-upon ground rules Specificity and concrete examples Awareness of biases and observer’s perspective Cushing, Medical Teacher, 2011

7. A teaching hospital of Harvard Medical School Extension of a positive impression of a person to the judgment of his/her entire performance

8. A teaching hospital of Harvard Medical School Extension of a negative impression of a person to the judgment of his/her entire performance

9. A teaching hospital of Harvard Medical School Tendency to favor people who are professionally similar to oneself

10. A teaching hospital of Harvard Medical School Beliefs and experiences that underly one’s teaching style Exposing observers to their own perspectives and discussing other equally effective perspectives reduces the similar-to-me bias. Courneya, Teaching and Teacher Education, 2008

11. A teaching hospital of Harvard Medical School www.teachingperspectives.com Teaching Perspectives Inventory

12. A teaching hospital of Harvard Medical School Reflect on what you witnessed about learner engagement, group dynamics, and teaching strategies from your viewpoint “Mirror” back concrete examples and quotes Ray Vella

13. A teaching hospital of Harvard Medical School –Did you notice that the medical student spent most of the time looking at his iPhone? –He looked disengaged to me. –What are some ways to include the student in the discussion next time? Black, CA Cancer J, 2005

14. A teaching hospital of Harvard Medical School You - statements when praising behavior –“You really know the medical students well!” I – statements when suggesting changes to behavior –“At the start of a session, I find it helpful to have everyone state what they are interested in learning from the discussion. Vasquez, Linguistics and Education, 2004

15. A teaching hospital of Harvard Medical School Third-person – statements when suggesting a new approach –“Priscilla uses this very interesting technique when she teaches the medical students…” I and we – statements when exploring a dilemma –“I’m glad that student gave the wrong answer; it’s difficult to know what we’re supposed to do when that happens.” Lemov, Culture of Practice, 2012

16. A teaching hospital of Harvard Medical School Your colleague’s predominant expectation is to gain a verdict about his/her teaching competence. Hatzipanagos, Int J of Teach and Learn in Higher Ed, 2006.

17. A teaching hospital of Harvard Medical School Feedback is emotionally charged and may be perceived as a threat

18. A teaching hospital of Harvard Medical School Next steps: How can the Academy help you?