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Insert grabber Video. Giving Effective Feedback Making A Better Sandwich. Garrett Meyers, MD Sameer Khatri, MD Faculty Development Fellowship. Objectives. Reviewed importance of feedback Defined feedback vs. evaluation Identified barriers to feedback

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  1. Insert grabber Video

  2. Giving Effective FeedbackMaking A Better Sandwich Garrett Meyers, MD Sameer Khatri, MD Faculty Development Fellowship

  3. Objectives • Reviewed importance of feedback • Defined feedback vs. evaluation • Identified barriers to feedback • Identified ingredients of effective feedback • Applied effective feedback techniques

  4. Activity #1 • Write down 1-2 words that come to mind when you think of feedback • Be prepared to discuss with group Feedback reflection 2minutes

  5. Activity #2 • Read and highlight what you think are: • Reasons feedback is important • Principles of effective feedback • Ways to give better feedback • Be prepared to discuss with group 8 minutes

  6. Feedback: Why bother? “The goal of clinical training is expertise in the care of patients. Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved empirically or not at all." -Ende J: Feedback in clinical medical education. JAMA 250(6):777-81, 1983

  7. Johari Window Known to Self Unknown to Self Self Awareness Open/Free Area (Personal Growth) Blind Area Known to others Feedback Mutual Understanding Hidden Area Unknown to others Unknown Area

  8. Feedback: What is it?

  9. Activity #3 Feedback vs. Evaluation • Place descriptive words under Feedback or Evaluation • Be prepared to discuss with group 3 minutes

  10. Feedback vs. Evaluation

  11. What are your barriers to feedback?

  12. Effective Feedback What are the ingredients?

  13. Principles of Effective Feedback S O M E T L C Specific Objective Modifiable Behaviors Expected Timely Limited Constructive

  14. Activity #4 Practice SOME-TLC • In groups of 2, each person pick one scenario • Read and highlight key points you would use when giving feedback 3 minutes

  15. Old Feedback Sandwich Positive Negative Positive Not very palatable

  16. New Feedback Sandwich Ask Tell / Teach Ask Act

  17. Ask Ask learner to assess their own performance • How do you think you did? • What do you think went well? • Did you have any problems?

  18. Tell / Teach Tell • I observed... • It seemed as though… • When you do __I feel__... Teach (short pearls) • In my experience…. • Consider…

  19. Ask Ask learner to reflect and analyze • What do you think of… my observations? my comments? • What would you do differently? • What can we do to improve?

  20. Act • Summarize key points • Demonstrate • Re-assess • Commit to a plan

  21. Why Ask-Tell-Ask-Act? ASK ASK ACT TELL

  22. Activity #5 Build a new feedback sandwich • Use SOME TLC in activity #4 • Take turns giving feedback using Ask-Tell / Teach-Ask-Act 10 minutes

  23. How did it go? OR

  24. How did it go?

  25. Activity #6 Call to Action • List what you will do in the next month to improve feedback to our students • Be prepared to share

  26. Objectives • Reviewed importance of feedback • Defined feedback vs. evaluation • Identified barriers to feedback • Identified ingredients of effective feedback • Applied effective feedback techniques

  27. Take Home Points • Feedback is essential • Feedback is desired by learners • Effective feedback requires preparation • Give SOME-TLC via Ask-Tell-Ask-Act

  28. Questions?

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