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Feedback

Feedback. Questions for Discussion. What is feedback? What is the role of feedback in teaching and evaluation? Why do we avoid giving feedback? What characterizes effective feedback? What problems do we commonly encounter? How can we improve feedback in our training programs?. Feedback.

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Feedback

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  1. Feedback

  2. Questions for Discussion • What is feedback? • What is the role of feedback in teaching and evaluation? • Why do we avoid giving feedback? • What characterizes effective feedback? • What problems do we commonly encounter? • How can we improve feedback in our training programs?

  3. Feedback • Communication to another person which gives information about how he/she affects and is perceived by others. • A way of helping another person consider changing his/her behavior.

  4. Feedback should be given in a way that the receiver can hear it, understand it, and choose to use or not use it.

  5. Outcomes of feedback • Giving feedback is important because it can; • Improve performance and confidence. • Clarify the preceptor’s expectation. • Increase morale • Develop teamwork. • A lack of good feedback can ; • Demoralize • Reduce confidence • Cause conflict.

  6. Ineffective Feedback Feedback may not be effective because of: • Ineffective communication • Poor timing as in it was not given in the moment • Giving too much information • Not having a balance of positives with needs for improvement • Too little support and not enough challenge

  7. Effective Feedback Be clear and specific about what feedback you want to give; • This will avoid being misunderstood; decrease the opportunity for anxiety to arise and diminish the potential for the student to be argumentative • Discuss how the behavior or action was accomplished rather than giving general comments which are hard to learn from • Avoid using definitive words such as “all the time,” “never,” and “always” and try to be more specific Be respectful: • Ensure privacy and adequate time to complete the discussion Be consistent with your verbal and non-verbal cues Avoid being accusatory: • Instead of stating, “That was unprofessional behavior,” ask, “How do you think reacting like that appeared to the patient?”

  8. Effective Clinical Teaching • Enthusiasm/stimulation • Organization/clarity • Two-way communication • Creation of an effective learning environment • Provision of feedback • Clinical competence

  9. Ingredients for Learning • Practice • Observation • Feedback

  10. The Student’s Needs • An understanding of what is to be learned • A communication to the task • Opportunities to practice • Opportunities to “process” • Constructive feedback

  11. What Students want to Know • What was done right? • What needs improving? • What do I do next time? • All learners can improve on something.

  12. Feedback • Provides information • Based on observations • Descriptive • Immediate

  13. Why Provide Feedback? • Improves clinical performance • Reinforces positive behaviors • Corrects undesirable behaviors • Decrease learner anxiety about performance • Without feedback, formal tests become overly important • Improves self-assessment

  14. Elements of Constructive Feedback Make sure that your feedback is: • Timely and expected • Based on observations • Based on changeable behaviors • Related to learning goals • Limited in quantity

  15. Benefits of Feedback Providing feedback helps you to: • Engage students in their learning. • Evaluate and modify the amount of supervision the student requires. • Recognize students’ strengths and promote independence in those areas. • Create additional learning opportunities for students to practice skills in areas they continue to struggle with.

  16. Feedback is a Response to an Action or Situation • TIMING Make sure the time is right. The sooner the better, but if you're upset about the situation - or your employee is - take a "time-out."

  17. CHOOSE YOUR WORDS • Saying, "You need to do..." or "You're not doing this properly," can put the receiver on the defensive from the get-go. • Instead, say "I noticed that..." or "I understand that..." Beginning feedback phrases this way discusses the action or behavior that needs to be changed, not the person.

  18. START WITH THE POSITIVE • Positive feedback acknowledges good contributions and work well done. Give specific examples of what the receiver did well. • Let the receiver know the positive impact their contributions had on the department or organization so they understand the results - this also lets them know that you see it and appreciate

  19. In Closing • Keep personal needs and feelings out • Monitor your reactions • Do not overload • Time your feedback appropriately • Teach self-critique

  20. There is no single recipe for success.

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