Giving Feedback

Lecia Apantaku
Assistant Dean for Faculty
and Global Development
CMS/RFUMS
Intended Learning Outcomes
Describe giving, receiving, and soliciting feedback in
more detail
Identify barriers that prevent effective feedback
Learn advanced techniques for giving feedback
How do you know youre doing a
good job?
When you dont call me into your office, I must be
doing a good job.
I must be doing okay because there havent been any
speeches about patient safety lately.
I must be doing okay because you always tell me
when I make too many errors.
When you dont look at me and shake your head, I
know Im doing a good job.
Think about the most recent time you gave feedback
to a learner
What was the event/situation?
What specifically did you tell them?
How did they take it?
picture here
Definition of Feedback
Specific information provided by another source with
the intent to improve performance or understanding
The art of observation (of actions) and description
(of outcomes)
Two Types of Feedback
Informal
Spontaneous
Unplanned
Brief
Formal
Scheduled
Planned
More time
Apply appropriate picture here
Why Use Feedback?
Learners who get effective feedback:
do significantly better
develop better judgment
learn faster
Learners rate feedback as one of the most important
qualities of a good teacher
Most learners want more feedback on their clinical
skills
Feedback helps everyone
First, teachers need to undertake effective instruction
Feedback is what happens second
Feedback Rich Environment
Mutual accountability
Willingness to learn
No fear
No surprises
Truthfulness
Self-responsible language
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Before Giving Feedback
Have you communicated your expectations?
Have you asked how the learner wants to get feedback?
Have you conducted an orientation?
Have you probed learners knowledge, skills, and
abilities?
Have you checked learners experience?
Giving Feedback Techniques
Based on direct observation
Ask learner for focused self-assessment
Describe what you saw
Make the feedback very focused
Specific behavior amenable to change
Effectiveness/outcomes of behaviors
Actions not inferences
Value to receiver
Develop joint action plan
Follow-up
Whats the main reason you dont give feedback more
often?
Barriers to Feedback
The learners already know how they are doing.
I dont have time.
That must have been an anomaly.
Im not used to this. I feel awkward.
Learners get defensive.
Learner not ready to receive.
Who/what are you comparing them to?
Form triads
Preceptor
Student
Observer
3 different scenarios
Student soliciting
Preceptor giving
Debrief
Apply appropriate picture here
Student Encounter # 1
Your student approaches you for feedback on how
she/he is doing so far in the rotation.
1. Was the feedback clear, specific, useful, and
behaviorally based?
2. What type of feedback did the student receive?
3. What was the reaction from the student? The
preceptor?
4. Describe how the preceptor could improve her/his
feedback.
Student Encounter #2
Your student has approached you for feedback on how
she/he is doing so far in the rotation. The students
goals were to write succinct, half-page progress notes
and provide clear information to patients.
1. Was the feedback clear, specific, useful, and
behaviorally based?
2. What type of feedback did the student receive?
3. What was the reaction from the student? The
preceptor?
4. Describe how the preceptor could improve her/his
feedback.
Student Encounter #3
Your student has approached you for feedback on how
she/he is doing so far in the rotation. The student
wants specific feedback on areas for improvement.
1. Was the feedback clear, specific, useful, and
behaviorally based?
2. What type of feedback did the student receive?
3. What was the reaction from the student? The
preceptor?
4. Describe how the preceptor could improve her/his
feedback.
GIVING EFFECTIVE FEEDBACK
Agree on objectives
Private/Establish rapport
Solicit learner self-assessment
Focus on what you (or others) have observed
Start with a positive comment
Follow with a constructive criticism
Specific description
Develop an action plan for change
Limit the amount (only 1-2 negative
comments)
References
Pettit J. Workshop on Giving, Receiving, and Soliciting
Feedback. MedEdPORTAL; 2011. Available from:
www.mededportal.org/publication/9060
Bardella IJ. Effective Feedback and Meaningful Evaluation.
Presented 1 August 2012 at Advocate Christ Hospital, Oak
Lawn, IL.
Thank you
lecia.apantaku@rosalindfranklin.edu
http://www.rosalindfranklin.edu/cms/FacultyDev
elopment/FacultyDevelopment.aspx