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Tips for Narrative Reflective Feedback

This presentation outlines the essential components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The presentation promotes a unique application of this model by integrating BDA (Vacca & Vacca, 2008) and RIME (Pangaro, 1999) to structure teaching and anchor formative 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

1.

A Guide to Narrative Feedback

Adapting the Reflective Feedback Conversation Model
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2.

Key Concepts

  • Describes how to apply the Reflective Feedback Conversation Model to written (narrative) feedback
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3.

What are the GOALS of Constructive Feedback?

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4.

Encourage Reflection Clarify Expectations
Motivate Improvement

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 opopododo
5.

Reflective Feedback Conversation Model

guides instructors in giving face to face feedback
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6.

The Model

7.

Let's adapt it for

WRITTEN Feedack
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8.

#1 INVITE Self-assessment

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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9.

Include comments to...

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10.

Promote REFLECTION on performance

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11.

This can be challenging.

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12.

Suggestion

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13.

Be SPECIFIC

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14.

#2 DESCRIBE Specific, relevant observable behaviors

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

So the learner knows what aspects of their performance should be continued or improved

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

Be sure that both Corrective and Complimentary comments are constructive

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

Describe relevant, observable behaviors to support your assessment.

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18.

In other words

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19.

Don't stop @

  • "Wonderful student"
  • "This student would be a great addition to our team!"
20.

Write more than...

  • "Interviewing skills need improvement"
  • "Should read more"
21.

Add ...

  • Why the learner is wonderful
  • Which skills need improving
  • Which behaviors are OK or exemplary
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22.

Make sure your written feedback is ACTIONABLE!

23.

#3 Provide ACTIONABLE guidance

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Photo by CarbonNYC [in SF!]
24.

What's ACTIONABLE?

25.

Something the learner can act upon

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26.

Actionable guidance isn't spoon-feeding

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27.

But it should indicate a path for HOW to improve

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28.

Especially because

this is WRITTEN Feedback
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29.

and you won't have a chance to explain it...

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30.

Ask yourself?

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31.

Could the learner change their behavior based upon my feedback?

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32.

Remember

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33.

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.

GRAPHICS comprised of Microsoft Gallery Art in PowerPoint
Photo by Travis S.
34.

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.
35.

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.
36.

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.
37.

Karen Spear Ellinwood, PhD, JD, EdS

Director, Faculty Instructional Development
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38.

FID.medicine.arizona.edu

Visit
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Karen Spear Ellinwood, PhD, JD, EdS, BSW

Haiku Deck Pro User
http://twinpalmscp.com