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Feedback, Part 1 Learning Skills and Techniques to Provide Meaningful Feedback

Feedback, Part 1 Learning Skills and Techniques to Provide Meaningful Feedback. Institute for Excellence in Education Summer Teaching Camp 7/25/13 Barry Solomon, MD, MPH. Thank you. Small Group Leaders Meredith Atkinson Joe Cofrancesco Jules Jung Rachel Levine Leah Wolfe

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Feedback, Part 1 Learning Skills and Techniques to Provide Meaningful Feedback

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  1. Feedback, Part 1Learning Skills and Techniques to Provide Meaningful Feedback Institute for Excellence in Education Summer Teaching Camp 7/25/13 Barry Solomon, MD, MPH

  2. Thank you Small Group Leaders • Meredith Atkinson • Joe Cofrancesco • Jules Jung • Rachel Levine • Leah Wolfe • Janet Serwint “Fishbowl” Participants • RaduDudas • Kristopher Kast • Kyle Mahoney • Tyler Mains • Brent Pottenger • Sarah Sunshine

  3. Disclosure The speaker and group facilitators have no financial relationship with any commercial interest.

  4. Objectives 1. To appreciate the importance of giving meaningful feedback to learners. 2. To understand potential barriers and benefits to giving feedback. • To learn techniques and practice giving and receiving feedback (essential elements and Ask-Tell-Ask approach)

  5. Session Timeline • 8:30-8:50 - Feedback Overview • 8:50-9:05 - “Fishbowl” Exercise • Student Voices • 9:10-9:45 – Feedback Practice • 9:50-10:00 – Large Group Wrap Up

  6. Rationale for Giving Feedback Good behavior is not reinforced Without feedback, mistakes go uncorrected, good performance is not reinforced, and clinical competence is achieved empirically or, not at all. Mistakes go Uncorrected • Learner will make assumptions Jack Ende - Feedback in Clinical Medical Education. JAMA 1983;250:777-781.

  7. Barriers • Time commitment • Failure to obtain first hand data and specific examples • Lack of perceived value • Previous negative experiences • Unclear performance expectations • Effects on teacher-learner relationship • Lack of training

  8. Giving Back • To the learner • Provides opportunity for growth • Helps develop insight into own behavior • Allows learner to reach self-defined goals • To the teacher • Provides personal fulfillment • Demonstrates interest and caring • To the profession • Responsibility to our patients and colleagues • Ensures the development of competent physicians

  9. Essential Elements of Feedback • Well timed and expected • Teacher and learner working together with common goals • Based on first hand data • Regulated in quantity • Phrased in descriptive language, based on specific observed behaviors Ende J. Feedback in Clinical Medical Education. JAMA 1983;250:777-781.

  10. The Feedback Sandwich Praise Criticism Praise

  11. TheNewFeedback Sandwich Ask Tell Ask

  12. Ask • Ask learner to assess own performance first • Phrase question to encourage meaningful reflection • What went well? • What could have gone better? • What were your goals? • Make sure to allow adequate time for the answer • Begins a conversation • Assesses learner’s level of insight • Promotes self-assessment and reflective practice

  13. Tell • React to the learner’s observation • Feedback on self-assessment • Tellwhat you observed: use specificbehaviors without judgment (positive and constructive) • Instead of…“It’s annoying when you are late.” • Try…“I noticed you have been arriving late to rounds.” • Instead of… “You need to speak up, you’re too shy.” • Try…“When I asked for your input on patient management, you didn’t say anything.”

  14. Ask (again) • Ask about learner’s understanding and strategies for improvement • What could you do differently? • Again, give enough time • Give own suggestions • Consider replaying parts of the encounter: “show me” • Close by committing to monitor improvement together

  15. Small Group Practice Session • Brief review of two tools • Feedback Checklist & Stepwise Approach • Practice in pairs (10 minutes then switch) • Choose scenario that best fits your teaching role • Clinical: Outpatient Setting • Attending-Student or Attending-Resident • Clinical: Inpatient Setting • Resident-Student • Non-Clinical Small Group Teaching Setting • Instructor-Student • Non-Clinical: Research/Lab Setting • Faculty/Fellow-Student

  16. Small Group Practice Sessions • Group 1- Meredith/Barry, Room 370      • Group 2 – Janet, Room 320 • Group 3 –Leah, Room 326 • Group 4 – Rachel, Room 420 • Group 5 –Joe, Room 426 • Group 6 –Jules,Rooms 381/382

  17. Fishbowl

  18. Feedback Wrap Up • Lessons Learned • What went well? • What was challenging? • Consider “Fishbowl” as a teaching tool • Tomorrow… • Feedback, Part 2 - Giving Feedback and Developing Individual Learning Plans for Struggling Learners (Laura Hanyok, MD and team)

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