1 / 9

Learning Objective

Learning Objective. By the end of this module, you will be able to: Recognize 4 characteristics of giving feedback that facilitate 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.

blake-garcia
Télécharger la présentation

Learning Objective

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Objective By the end of this module, you will be able to: • Recognize 4 characteristics of giving feedback that facilitate change

  2. 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

  3. Feedback & Evaluation Feedback: provides specific information about previous performance to promote positive and desirable development.1 Reflection: a conscious, deliberate process focusing on understanding events and processes to bring about self-improvement. 2 Evaluation:delivers summative judgments of performance and assures standardsare met for certification and advancement. Based on previously given feedback. Archer, J.C. State of the science in health professional education: effective feedback. Med Educ 2010, 44, 101-108. Mann, K., Gordon, J., McLeod, A. Reflection and reflective practice in health professions education: a systematic review. Adv Health SciEduc 2009; 14: 595-621.

  4. Five common feedback issues • Positive reinforcement without constructive criticism • Feedback that is too general • Feedback on areas unrelated to specific learning goals • Constructive criticism but no suggestions for improvement 5. Unaware of ways to facilitate improved feedback

  5. 10 Characteristics of Constructive Feedback • Two-way dialogue • Descriptive vs. evaluative • Specific vs. general • First-hand data • Focus on behavior, decisions & actions, not assumed intentions or interpretations • Behavior the receiver can do something about

  6. 10 Characteristics of Constructive Feedback (cont.) • Well-timed and expected • Amount of information the receiver can use • Teacher and learner working as allies, with common goals • 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. Feedback in clinical medical education. JAMA, 250(6), 777-781.

More Related