1 of 33

Slide Notes

DownloadGo Live

Reflective Feedback Conversation Model (Preclinical Educators)

This presentation outlines the components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The guide offers guidance for instructors of medical students in non-clinical settings. 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.

View Outline

MORE DECKS TO EXPLORE

PRESENTATION OUTLINE

1.

Reflective Feedback Conversations Model

For Giving ACTIONABLE Feedback
Photo by aha42 | tehaha
2.

Key Concepts

  • Define Feedback
  • Distinguish it from Evaluation
  • Describe Reflective Feedback Conversation Model
Photo by lautsu
3.

What is...

Photo by giulia.forsythe
4.

Feedback is...

  • More than saying "good job"
  • More than "great explanation of the kreb cycle!"
5.

It is More than...

Photo by giulia.forsythe
6.

Evaluation tells the learner

whether they did well, or not, or somewhere in between.
7.

FEEDBACK Explains Evaluation

Tells learners WHY you evaluated it the way you did.
Photo by boris.baldinger
8.

we are actively engaged

We learn through conversation because 
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.
Photo by Vandy CFT
9.

We learn from

Formative(constructive) Feedback
Photo by garryknight
10.

Why not offer formative feedback

through conversation?
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.
Photo by giulia.forsythe
11.

The Model

12.

Frame feedback as a conversation

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Photo by Ame Otoko
13.

Encourage

Student's Active Participation
Photo by University of Saskatchewan
14.

1. INVITE Self-assessment

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Photo by mortimer?
15.

2. RESPOND with Constructive Compliments & Correction

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Photo by uniondocs
16.

3. DESCRIBE Specific, relevant observable behaviors and...

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Photo by juhansonin
17.

4. Offer Actionable Guidance for improvement

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Photo by Graeme Darbyshire
18.

Actionable Guidance is Helpful

Photo by tatadbb
19.

How can we be helpful?

Photo by www.primeeducation.com.au
20.

ANCHOR feedback to expectations

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

Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Photo by Grempz
21.

Ask & Invite Questions

Photo by Valerie Everett
22.

Empathize without commiserating

Photo by For Inspiration Only
23.

It's a conversation.

Invite a reply & Respond to their concerns
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Photo by US Army Africa
24.

Tell the learner something they can act upon to continue good behaviors and improve others.

Photo by giulia.forsythe
25.

or written feedback

Whether it's face-to-face 
26.

PROMOTE Reflection (self-assessment)

Photo by martinak15
27.

Describe relevant, observable behaviors to support your assessment.

Photo by JaseCurtis
28.

Offer Actionable Guidance

Photo by Yanily66
29.

References

  • Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November 337 (7681); 2008.
  • Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
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.

Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
30.

References

  • 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.
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.

Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
31.

References

  • 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.
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.

Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
32.

Karen Spear Ellinwood, PhD, JD, EdS

Director, Faculty & Resident Instructional Development
Photo by chris.chabot
33.

FID.medicine.arizona.edu

Visit
Photo by OliBac

Karen Spear Ellinwood, PhD, JD, EdS, BSW

Haiku Deck Pro User
http://twinpalmscp.com