This document defines feedback as an objective appraisal of a student's performance aimed at improving clinical skills. It discusses that feedback is a skill that helps improve performance, motivates students, and facilitates change. The document outlines best practices for providing feedback, including being constructive, timely, and focusing on both positives and negatives. It recommends the "sandwich technique" of starting and ending with positives to avoid degrading students. Key steps in feedback include identifying strengths and weaknesses, setting goals, and summarizing suggestions for improvement.

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FEEDBACK

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Feedback
“DEFINITION”
“It is an informed, unbiased, constructive, candid, but
an objective appraisal of “overall student’s
performance” that is aimed at “improving clinical skills”
rather than estimating a student’s personal worth.”
Ende J. Feedback in clinical medical education
JAMA 1983; 250: 778-81.

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Feedback
“A GENUINE SKILL”
At the end of presentation the participants should
be able to:
 define feedback
 enumerate components of feedback
 describe the main principles of a good feedback

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Feedback
What does it do?
 Helps improve performance
 Motivates
 Facilitates change
 Generates new and better ideas
 Encourages teacher-trainee dialogue/ communication
 Facilitates development of metacognition (self
assessment & reflection)
 Provides high quality info to students about their learning
 Helps the teacher and student realize where they stand.

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How to Give Feedback
 When the other person has indicated
a willingness to receive it
 Use terms that accurately describes
the state of affairs
 Be timely

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Feedback: Do’s
 Do your homework/ be prepared
 Be constructive
 Sit next to student and avoid backing or standing over.
 Mention things that you like
 Keep track of time
 Bring out both negatives (Change) and positives
(Shouldn’t change)
 Be ‘constructive’
 Keep objectives in your mind
 Ask others involved in the system to provide feedback
also
Education planning and evaluation handout.
CPSP,.

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Feedback: Dont’s
 Compare
 Be Harsh
 Discuss one student with another
 Deviate from the objective
 Make personal comments
 Forget that there maybe a response
 Always be balanced
Education planning and evaluation handout.
CPSP.

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SANDWICH TECHNIQUE
 It helps the people focus on their weaknesses and lapses
without being degraded and humiliated.
 Rather it infuses confidence and at the same time it helps
one realize his or her shortcomings.
 SAY SOMETHING POSITIVE (COMMEND)
 SAY SOMETHING NEGATIVE IN A POSITVE MANNER
 SAY SOMETHING POSITIVE (COMMEND)

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‘Sandwich’ Technique
Positive
Positive
Negative
Richardson BK. Feedback. Acad Emerg Med
2004; 11: 1283

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SANDWICH TECHNIQUE
 Example
 Dr XYZ (Trainee) I am impressed with the way you
counseled the patient’s attendants (Positive)
 Next time try doing it in a quiet and private environment
(Negative)
 This will further improve your already impressive
counseling abilities. (Positive)

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When is Feedback Productive?
 Discover the strengths and weaknesses of the trainees
 Instruct with a goal in mind during the feedback session.
 Be a leader and induce confidence.
 All the people in the system should contribute in
feedback .

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Five steps
 What you think you did well?
 We think you did lot of things well.
 If you did this again, what will you change?
 We think you may improve the performance if you did
this….
 Summarise the good points, and main suggestions for
improvement
Mackway-Jones K, Walker M (eds). Pocket guide to teaching
for medical instructors. London: BMJ books; 1999.

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Some problems!
 Learners may not want to say what they felt went well.
 Group may concentrate on the ‘wrongs’
 Too many suggestions may only confirm the learner’s
sense of inadequacy
 May give the wrong impression that only ‘nice’ things are
to be told
 Some cultural hurdles
 Overemphasis on positives may undermine appreciation
for attention to the deficiency

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Summary
 The primary purpose of feedback is to improve
performance
 To guide and encourage effective and appropriate
learning
 Feedback should be specific & balanced
 Be objective, don’t compare or be personal
 ‘Five steps’ is an effective method

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END SESSION PRACTICE
 Please make 5 groups.
 Practice feedback on topics given according
to the principles of feedback