Actionable Feedback! by Karen Spear Ellinwood, PhD,

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Slide Notes

Applying the Reflective Feedback Conversation Model, this deck offers examples of helpful and unhelpful feedback. The author defines helpful according to the literature on feedback; feedback that enables the learner to take action to develop as well as improve performance. The model is derived from Cantillon & Sargeant (2008); feedback factors are gleaned from Kogan (2012), Hewson & Little (2009), and others. See references at end of deck.

Actionable Feedback!

Published on Nov 19, 2015

This presentation defines what is "helpful" feedback, applying the reflective feedback conversations model (Cantillon & Sargeant, 2008). It provides examples of unhelpful as well as helpful feedback. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

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PRESENTATION OUTLINE

Actionable!

Make Feedback

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Key Concepts

Constructive feedback is helpful
Helpful feedback enables the learner to take action to develop new knowledge & skills

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The Model

Graphic by KC Spear Ellinwood 2015, based upon Cantillon & Sargeant (2008)

To provide feedback upon which learners can take action to improve.

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.

Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.

Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.

Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.

Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.

Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.

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Helpful feedback is actionable.

It enables learners to

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When you give feedback

(verbally or in writing)

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Ask yourself?

Will the student be able to act based upon my feedback?

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Let's take a look at

EXAMPLES of Unhelpful "Feedback"

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This Learner...

needs to work on bedside manner
improve communication skills
write clearer notes
gain more confidence in time

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Actionable feedback?

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how to improve bedside manner, what to read, how to build confidence...

How would the learner know

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HELPFUL Feedback

Examples: Written Feedback

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Constructive Compliment

This students consistently greets patients and families with a smile and sits down or stands close to patients when beginning the patient interview. She invites the patient to explain why they're seeking medical help, asks questions to guide a focused inquiry into possible diagnoses, incorporates patient remarks in responses, and invites questions.

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Actionable feedback?

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are effective for future patient interviews

Now the learner knows which behaviors

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Actionable Guidance

Our department has a specific case presentation format. This might be different than how you learned to present. Your case presentations have not consistently followed our format. For example, when you've presented to me, you tend to start with a complete history of the present illness. When we present, we begin with a succinct reason for the patient's visit.

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Actionable feedback?

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to discontinue and how to present using the department's protocol

Now the learner knows the specific behavior

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Actionable Feedback is Anchored

to expectations for performance

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If you asked the learner to act as a REPORTER, describe specific behaviors they demonstrated in performing this role.

The image was created by the author as teaching guide for Pangaro's (1999) RIME approach to teaching and assessment.

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EXAMPLE: You did a great job with the patient interview. The patient reported diarrhea, and your exam showed a rash and joint inflammation. You asked about her diet and history of taking iron and calcium supplements. You decided to add lab requests for calcium and iron levels. Your investigation broadened our differential to include Celiac, a plausible cause for the symptoms.

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Actionable Feedback

Depends on Descriptions of Specific Behaviors & Expectations

Graphic by KC Spear Ellinwood 2015, based upon Cantillon & Sargeant (2008)

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References

Cantillon P & Sergeant J. Giving Feedback in clinical settings. British Medical Journal 337:1292-94; Nov 2008. [Reflective Feedback Conversations]
Hewson MG & Little ML. Giving Feedback in Medical Education. Journal of General Internal Medicine, 13: 111–116; 1998. doi: 10.1046/j.1525-1497.1998.00027.x

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References

Kogan J. How to evaluate and give feedback. In, L.W. Roberts (ed.), The Academic Medicine Handbook: A Guide to Achievement and Fulfillment for Academic Faculty. Springer:New York, pp. 91-101; 2013. DOI 10.1007/978-1-4614-5693-3_11.
Sergeant JM, Mann KV, van der Vleuten CP & Metsemakers JF. Reflection: a link between receiving and using assessment feedback. Adv in Health Sci Educ 14:399–410; 2009.

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