11Coined in 1940s by Rocket Engineers What is feedback?Coined in 1940s by Rocket Engineers
12Feedback is a planned learning experience during which a person What is feedback?Feedback is a planned learningexperience during which a personwho performed a task is helped to improve his performance through emphasizing on things done well and others that need improvement and how?
14Why feedback?Think about a situation in which you received feedback that impacted on you.Was it a positive experience or a negative experience?What specifically do you remember?
15Why feedback? It is a very strong educational tool Without feedback …………….mistakes go uncorrectedgood performance is not reinforcedclinical competence is achieved empirically or not at all.Jack Ende, Feedback in clinical medical education JAMA.,1983
16What Does the Research Say? Specific, descriptive feedback that focuses on success and points the way to improvement has a positive effect.(Davies, 2002)Clear, concise feedback matched to standards will promote student achievement.(O’Connor, 2002)
17What Does the Research Say? Feedback generally produces positive results if teachers manage the form the feedback takes.(Marzano, Pickering, & Pollack, 2001)Students must be given the opportunity to apply the feedback by trying again.(Black & Wiliam, 1998)
18What Does the Research Say? The most powerful single modification that enhances achievement is feedback.The simplest prescription for improving education must be “dollops of feedback ”.(Hattie, p 9)
19How to conduct a feedback session? Trainee: Things he liked or did well..Trainer: Things they liked or did well..Trainee: Things to improve and how?Trainer: Things to improve and how?Trainer: Summarizes (positive points& specific suggestions forimprovements)
20Feedback should be: Timely (the most effective) Midpoint Feedback Feed forwardSTARTEND
21Feedback should be: Timely (the most effective) Interactive Short SpecificRelevantNon-ThreateningNon-judgmental
22Which is more appropriate ? A- The antibiotic regimen chosen did not provide coverage for H-influenza.B- Your choice of the antibiotics indicates a lack of appreciation for the possibility of enterococcal infection.
23Which is more appropriate ? A- You were great when you presented the topic.B- The case presentation gave me a useful picture of the presenting problem
24Feedback should be: Non evaluative Objective appraisal of performance Not an estimate of trainees personal worth.In a proper setting andClimate.Include Suggestions for improvement
25What is the receivers’ impression on Feedback? Adult Learners welcome feedback, especially when it is based on their performance and tailored to their goals.Knowles MS. San Francisco, Calif; 1980.Feedback, even corrective type, is seen as helpful and highly appreciated.Hewson MG, Little ML. J Gen Intern Med;1998.
27What is the difference between feedback and evaluation? Feedback EvaluationFormative SummativeSpecific (not general)In descriptive (non evaluative) terms.Focus on the actions or decisions not the person or the decision maker.
28is used in our institute? How frequent Feedbackis used in our institute?Commonly RarelyWhy?
29Why Feedback not used frequently? Not use to it.Failure to obtain data.Observations are the currency of feedback.Teachers avoid hurting or embarrassment.Damage relationship.
31Who should give the feedback? Anyone who is in a position to make a valid observation of the trainee’s performance and who is experienced enough with the clinical problem and the pedagogic problem.
32Who is the least able to offer Feedback? The person administratively in charge.Third hand data..e.g The chairman of the program(Dr- A) says to the resident :“ Dr. B said your six months ago knowledge is alright but your clinical skills need more work”( The rotation finished around)
33Where and for what behavior? HistoryP/ECase presentationWard roundprogress notes…..
34TAKE HOME MESSAGESIn most classrooms providing FEEDBACK are frequently underused!FEEDBACK is a very effective tool for a student and teacher to improve education.There is difference between FEEDBACK and EVALUATION.
36Further Reading Attached papers Ende J. Feedback in clinical Medical Education. JAMA 1983, 250.Ferenchick G, Simpson D et al. Strategies for efficient and effective teaching in the Ambulatory care setting. Academic Medicine 1997,72 (4):Steinert Y. Twelve tips for effective small group teaching in the health professions. Medical Teacher 1996, 18(3):A videotaped lecture by Dr. Basil Al Sheikh
37Further Reading 2Ron and Susan Zemke entitled “Adult Learning: What Do We Know For Sure” in Training magazine, 1995, volume 32(6):31-40.Harden RM, Crosby JR, Education Guide, The Good teacher is more than a lecturer. The twelve roles of the teacher.McLeod PJ, Harden RM. Clinical strategies for physicians. Medical Teacher 1985,7 (2):Book titled ?? “The Medical Teacher” by Prof. Harden