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Program Solving and Information Exchange for Clinic Directors and Faculty

Program Solving and Information Exchange for Clinic Directors and Faculty. Focus on Feedback. Cheryl Messick , PhD Jennifer P. Taylor, AuD. CAPCSD 2014 - Orlando FL. Goals of Feedback. Describe current level of performance. Improve skills

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Program Solving and Information Exchange for Clinic Directors and Faculty

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  1. Program Solving and Information Exchange for Clinic Directors and Faculty Focus on Feedback Cheryl Messick, PhD Jennifer P. Taylor, AuD CAPCSD 2014 - Orlando FL

  2. Goals of Feedback Describe current level of performance Improve skills Provide balanced input – what’s going well & what needs to be improved Promote responsibility Track progress and growth To develop learning goals

  3. Some Factors Contributing to Challenges in Feedback Delivery • Lack of trust in the process • Tendency to give unbalanced feedback (mainly negative; or mainly positive) • May be viewed negatively • Discomfort with giving “negative” information • Discomfort in dealing with professional issues

  4. Common Points of Feedback • Session Feedback • Daily Feedback • Weekly feedback • Formal Feedback/Evaluation measures • Midterm Performance • End of Term Performance • End of degree program performance

  5. Problems & Solutions --- from YOU • Session, Daily &/or Weekly Feedback • Midterm & end of term feedback (also serves role of evaluation of performance) • Feedback to challengingstudents • Feedback to staff (annual reviews)

  6. Session, Daily, Weekly Feedback • What are some of the challenges experienced? • What are solutions you have used to provide effective daily/session feedback?

  7. Midterm/End of Term Feedback • What are some of the challenges experienced? • What are solutions you have used to provide effective daily/session feedback?

  8. When working with Challenging Students? • What are some of the challenges experienced? • What are solutions you have used to provide effective daily/session feedback?

  9. Staff/Employee Feedback (performance reviews) • What are some of the challenges experienced? • What are solutions you have used to provide effective daily/session feedback?

  10. Some General Supervision References Anderson, J. L. (1988). The supervisory process in speech- language pathology and audiology. Boston, MA: College-Hill Press. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press Ward, L.M. & Webster, E. J. (1965). The training of clinical personnel: I. Issues in conceptualization. Asha, 7(2). Ward, L. M. & Webster, E. J. (1965). The training of clinical personnel: II. A concept of clinical preparation. Asha, 7 (4).

  11. REFERENCES ON FEEDBACK Ho D., Whitehill T. (2009) Clinical supervision of speech-language pathology students: comparison of two models of feedback. Int J Speech Lang Path 11(3):244-255 Hoffman MA, Hill CE, Holmes SE, Freitas GF. (2005) Supervisor perspective on the process and outcome of giving easy, difficult, or no feedback to supervisees. J CounsPsychol 52(2):3-13. MenacheryE.P., Knight AM, Kolodner K, Wright SM, (2006) Physician characteristics associated with proficiency in feedback skills. J Gen Intern Med 21:440-446. Mormer, E., Palmer, C., Messick, C., Jorgensen, L.,. (2013). An Evidence Based Guide to Clinical Instruction in Audiology. J. of the American Academy of Audiology24:393-406. Salerno S, O’Malley P, Pangaro LN, Wheeler GA, Moores LK, Jackson JL. (2002) Faculty Development Seminars based on the One-Minute Preceptor Improved Feedback in the Ambulatory Setting. J General Intern Med 17:779-787. Smither JW, London M, Reilly RR. (2005) Does performance improve following multisource feedback? A theoretical model, meta-analysis, and review of empirical findings. PersPsychol48:33-66. Steelman LA, Rutkowski KA. (2004) Moderators of employee reactions to negative feedback. J Manage Psychol 19(1):6-18.

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