Feedback
Published on Dec 13, 2015
Some tips for giving effective feedback
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Untitled Slide
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Learners in medicine rarely experience a learning situation involving observation where they felt supported by a well motivated leader who can give non-judgmental yet constructive criticism
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What feedback do you remember?
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Learner's expectations
- What is expected
- How they are perfoming
- What they need to do to improve
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Pendleton's Rules
- Check the learner wants and is ready for feedback
- Let the learner give comments/background to the material that is being assessed.
- The learner states what was done well.
- The observer(s) state what was done well
- The learner states what could be improved
- The observer(s) state how it could be improved.
- An action plan for improvement is made
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Kurtz et al
- The trainee’s agenda
- Aims of session
- Self assessment and problem solving
- Involve the group
- Descriptive feedback
- Balanced
- Suggest options & try them out
- Be supportive
- Bring in the evidence
- Structure and Summarize
Pendleton’s rules
1. Check the learner wants and is ready for feedback.
2. Let the learner give comments/background to the material that is being assessed.
3. The learner states what was done well.
4. The observer(s) state what was done well.
5. The learner states what could be improved.
6. The observer(s) state how it could be improved.
7. An action plan for improvement is made.
a useful framework = grew up with this one bit rigid and formulaic nature
‘feedback sandwich’, which starts and ends with positive feedback.
Silverman and Kurtz
Start with the trainee’s agenda.
Look at the outcomes that the interview is trying to achieve.
Encourage self-assessment and self-problem solving first.
Involve the whole group in problem solving.
Use descriptive feedback.
Feedback should be balanced (what worked and what could be done differently).
Suggest alternatives.
Rehearse suggestions through role-play.
Be supportive.
The interview is a valuable tool for the whole group.
Introduce concepts, principles and research evidence as opportunities arise.
At the end, structure and summarise what has been learnt.
Vassilas and Ho (2000) identify that medical educationalists claim that using this method for groups and individuals is more likely to motivate adults, in particular, to learn.
The widely used Calgary-Cambridge approach to communication skills teaching (Silverman et al., 1996) is referred to by Walsh (2005) in his summary of ‘agenda-led, outcomes-based analysis’:
Feedback should be descriptive rather than judgmental and should also be balanced and objective.’
From
http://www.faculty.londondeanery.ac.uk/e-learning/feedback/models-of-giving...
1. Check the learner wants and is ready for feedback.
2. Let the learner give comments/background to the material that is being assessed.
3. The learner states what was done well.
4. The observer(s) state what was done well.
5. The learner states what could be improved.
6. The observer(s) state how it could be improved.
7. An action plan for improvement is made.
a useful framework = grew up with this one bit rigid and formulaic nature
‘feedback sandwich’, which starts and ends with positive feedback.
Silverman and Kurtz
Start with the trainee’s agenda.
Look at the outcomes that the interview is trying to achieve.
Encourage self-assessment and self-problem solving first.
Involve the whole group in problem solving.
Use descriptive feedback.
Feedback should be balanced (what worked and what could be done differently).
Suggest alternatives.
Rehearse suggestions through role-play.
Be supportive.
The interview is a valuable tool for the whole group.
Introduce concepts, principles and research evidence as opportunities arise.
At the end, structure and summarise what has been learnt.
Vassilas and Ho (2000) identify that medical educationalists claim that using this method for groups and individuals is more likely to motivate adults, in particular, to learn.
The widely used Calgary-Cambridge approach to communication skills teaching (Silverman et al., 1996) is referred to by Walsh (2005) in his summary of ‘agenda-led, outcomes-based analysis’:
Feedback should be descriptive rather than judgmental and should also be balanced and objective.’
From
http://www.faculty.londondeanery.ac.uk/e-learning/feedback/models-of-giving...
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SET-GO
- What I Saw
- What Else did you see?
- What does the learner Think?
- What Goal are we trying to achieve?
- Any Offers on how we should get there?
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Feedback works!
- better marks in assessments
- better results in other learning situations
- deepens approach to learning
- encourages active pursuit of understanding and application of knowledge
- can change behaviour
- improves learning outcomes
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Change Behaviour
- increase experimentation
- help consideration of suitable alternatives
- reduce defensiveness
- promote discussion
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"The beginning was awful you just seemed to ignore her"
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"at the beginning you were looking at the notes; this prevented eye contact"
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At the beginning you gave her your full attention and never lost eye contact – your facial expression registered your interest in what she was saying
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What alternatives could you consider?
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I noticed at this stage that you moved more in your seat, and your face became red, I wondered if you might be embarrassed?
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‘Communication skills are neither intrinsically good nor bad, they are just helpful, or not helpful, in achieving a particular objective in a given situation’
Silverman et al 1998
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Giving feedback constructively is valued by junior and senior doctors
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On the receiving end ...
- listen to the message
- think before becoming defensive
- engage - don't be flippant
- don't over react
- don't infer an ulterior motive
- show you are willing to work with feedback
- accept praise graciously
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