More Related Content
What's hot
What's hot (20)
Viewers also liked
Similar to AHEC Learning Lunch Series: Delivering Feedback
Similar to AHEC Learning Lunch Series: Delivering Feedback (20)
Recently uploaded
Recently uploaded (20)
AHEC Learning Lunch Series: Delivering Feedback
- 1. Giving Feedback The Learning Lunch Series for Allied Health Preceptors Rebecca Blanchard, PhD. & Maribel Gonzalez, Lead Phlebotomist
- 2. Objective By the end of this workshop, participants will be able to… • Identify barriers to delivering effective feedback • Define basic elements of effective feedback
- 3. What is Feedback? Ende (1983) : “information describing students’ or house officers’ performance in a given activity that is intended to guide their future performance in that same or in a related activity. It is a key step in the acquisition of clinical skills” (p. 777). (cited by Milan et al., 2006, p. 42) What are some potential barriers to providing effective feedback?
- 4. Feedback Techniques “STOP!” & Find a private setting Specific Timely Objective, Observable behaviors Plan for action Then, follow up! Adapted from Gigante, Dell & Sharkey (2011) and Pettit J. (2011)
- 5. Activity Small group cases • Break into small groups • Identify a feedback GIVER and a feedback RECEIVER • Read case and begin a feedback conversation • EXAMPLE
- 6. CASE 1: You are a preceptor and have been receiving complaints about Activity one of your learners who is often unavailable to help with workflow during the busiest times of the day. You recently spoke with him and asked that he schedule breaks during different times that are not as busy. Today, a coworker has complained that although your learner is no longer taking these breaks, he is now often found surfing the Internet at his station, rather than completing his work. After peak hours end, you find him, working at his station… CASE 2: You are a supervisor in the phlebotomy lab and you supervise many employees coming through your department for training. One of your employees has taken patients in to a room alone, though she is not yet approved to do this. This employee has also drawn the wrong tubes with patients. When just approached by a coworker, she made an excuse, so the coworker has asked for your help. You find the employee just finishing up with a patient… CASE 3: You are a new preceptor and are responsible for only one student. He is very eager to learn, listens attentively to your teaching, and arrives on time to work. He does ask for a number of reminders on certain basic tasks and forgets critical steps in different processes. You have been staying late to fix his mistakes. About an hour before his shift ends, you find he has again forgotten to complete a daily task…
- 7. Summing Up Feedback helps learners improve! • Considerate setting • Timely • Ask for learner perspective • Specific • Reasonable/Constructive • Follow-up Ask for feedback on your feedback!
- 8. Questions? Please complete the evaluation! Find this content online through the Baystate Health Sciences Library Subject Guides: “Learning Lunch Series for Preceptors” http://libguides.baystatehealth.org/LLS References: Pettit J. Workshop on Giving, Receiving, and Soliciting Feedback. MedEdPORTAL; 2011. Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA, 2009; 302(12): 1330-1331. Gigante J, Dell M, Sharkey A. Going beyond “Good job”: How to Give Effective Feedback. Pediatrics. 2011; 127 (2): 205-207. Milan FB, Parish SJ, Reichgott MJ. A Model for Educational Feedback Based on Clinical Communication Skills Strategies: Beyond the "Feedback Sandwich“. Teaching and Learning in Medicine. 2006; 18:1, 42-47. Vickery AW, Lake FR. Teaching on the run tips 10: Giving feedback. MJA. 2005; 183(5): 267-268.
- 9. Barriers to Providing Feedback “The learners already know how they are doing.” “I don’t have time.” “Learner not ready to receive.” “Who/what are you comparing them to?” “She’s just a student. Her behavior is just typical of a student.” FROM Pettit J. Workshop on Giving, Receiving, and Soliciting Feedback. MedEdPORTAL; 2011. Available from: www.mededportal.org/publication/9060
Editor's Notes
- Ground Rules: Given the time constraints, we will adhere to a specific structure. We will present some didactic content and we will then engage participants in an activity to practice the content. We will end by debriefing, which includes an opportunity to provide us with feedback on the session and an opportunity to ask questions.
- (1 min)
- Trainer’s Notes: Review definition – purpose of information given. Not teaching, not overall evaluation. Write down group’s identified barriers to providing effective feedback. (4 min)
- Trainer’s Notes: Consider the setting: should be private if it’s negative feedback. Positive feedback can be more public. Feedback must be timely – as close to the observed event as possible or during a regularly scheduled session. There is a direct relationship between the timeliness of the feedback and the way that this feedback is received (McCandlish, Hinchey?) Do not give feedback when you or the learner is tired or emotional Identify the specific behavior, action, or skill. Before you give feedback, ask the learner to self-assess based on the specific behavior. Feedback should NOT be based on the personality or traits of the person. “You need to get a better attitude if you’re going to do well.” versus “I noticed you were late twice this week and you appeared distracted when I was trying to teach you how to run this machine. I’m concerned that you may not be learning some of these steps, which could have serious consequences for yourself, your coworkers, and for patients. Can you help me understand why?” Feedback should NOT be based on inferences from actions. (“I know you don’t like working on Fridays because you’re always tired and forgetting things.” versus “You seem to have more difficulty going through the process on Fridays. I noticed you have forgotten the safety procedures twice now. Can we talk about why that happens?”) Feedback should be constructive or have reasonable opportunity for improvement. Resist the urge to say: “You’re doing great.” Instead, say “You have demonstrated real comfort with the terminology and I think you’re making some great progress with interpreting orders.” Ask for learner input on a plan to improve, if necessary. If the learner comes up with the plan, they are more likely to achieve it. Be sure to set a specific date/time to follow up on the improvements (7 min)
- Presenters will provide an example of a feedback between a student and a preceptor. Scenario: Student says, casually, “OMG” during a blood draw. Preceptor wants to remind student that these remarks can unnerve patients.
- Trainer’s Notes: Divide group into 3 small groups. Each group gets a case and identifies someone to play the feedback giver and the feedback receiver. After a few minutes, the groups reconvene and reactions are shared with the large group. (10 min)
- (2 min)
- Trainer’s Notes: As demonstrated in the beginning of this presentation, learners don’t already know how they’re doing. This statement is false. Ask the audience how much time they will spend correcting problems that they could have fixed early on. You can guess that the clean-up time will be 10 times longer than if it was addressed earlier. Not having time is a poor excuse and will cost more time later. If it happened once, chances are it will happen again. People will not change their behavior unless they receive information that the behavior is incorrect or inappropriate. The last statement (comparison) is an important point to cover. Ask the audience when the do assess a learner, what are they comparing it to? A set of department objectives? The previous learner? All learners ever encountered? A gold standard in their head? Whatever is used, the teacher needs to explain that model to the learner so it is clear. Trying to guess is frustrating and wasteful. (3 min)