this is one of the main ingredients or topics which is added by the National Commission of India(NMC). It holds a one-hour important lecture in the revised basic course workshop. The feedback register is to be maintained by the student of MBBS. which is mandatory according to NMC guidelines
1. Presented By: Dr. Roma Goyal
Assistant Professor
Microbiology Department
2. Objectives
At the end of the session, participants shall be able to
Appreciate concept of giving feedback
Enumerate components of giving feedback
Explore the ways of delivering the feedback
State role of feedback in learning
3. • Feedback – seeking it, giving it and receiving it
– is one of the most effective tools we have for
harnessing and promoting change so that it is
to our benefit.
• Feedback is a great and powerful tool if used
right.
4. “Jack Ende - “father of feedback” in medical education
-wrote this often-referred-to JAMA article on feedback
in 1983.”
“Without feedback, our learners may not know how
they are doing, if they are doing well, or if there are
elements of their performance that need to be
improved so that they can be competent.”
5. Why Give Feedback?
So that learners
Learn about there current level of competence
Reflect on their strengths & deficits
Engage in a dialogue with a supervisor/mentor
Become more competent
6. How Do We Behave?
• Our feedback is often
× Vague
× Judgemental
× Overtly positive-Possibly inconsequential
• Rather than
Specific
Behavioral
Helpful
9. Constructive Feedback
• Constructive feedback can help trainee to improve
their knowledge, skills and attitudes
• Helps to rate their clinical practice in a realistic way
• Helps to be more self-regulated about their
learning
• Should be focused on behaviour & observations.
11. Types of Feedback
• “What is he doing??? I’d better stop him!”
• JIT
• "I need to talk to her some time b/w
patients.”
• ASAP
12. Feedback Types
• Sometime Soon
• Within 24-36 hours
• Counseling Feedback
• Scheduled as periodic or critical but when
30+ minutes are needed
13. Essential Components of Feedback?
• What was done well
• What could be done better
• What could be done to improve next time
14. How to provide a constructive
appropriate feedback?
Feedback starts with a positive
statement, followed by a negative
statement and finish with a positive
statement
15.
16. In Asking Learner to Self-Reflect…
• … Ask learner to assess own performance first
•What went well and what could have gone
better?
•What were your goals?
•Have they ever seen a patient
like this before?
17. Tell
• Tell what you observed:
–diagnosis & explanation about specific observed
behaviors
– React to the learner’s observation
• Feedback on self-assessment
– Include both positive and corrective elements
• “I observed….”
– Give reasons in the context of well-defined
shared goals
18. Ask (again)
• Ask about recipients understanding and
strategies for improvement
– What could you do differently?
• Again, give ample time
– Give own suggestions
– Perhaps even replay parts of the encounter:
“show me”
– Commit to monitoring improvement together
19. Innovations in Feedback Methods
• Verbal vs. Visual
• Written vs. Oral
• Self feedback vs. Others feedback
• Video recording feedback
20.
21. End with Ende
“The important things to remember about
feedback in medical education are that
(1) it is necessary,
(2) it is valuable,
(3) after a bit of practice and planning, it is not as
difficult as one might think.”
Jack Ende, MD
»
Ende J. Feedback in Clinical Medical Education. JAMA 1983;250:777-781.