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The Skills of Providing Constructive Feedback DR. MOHAMMED O. AL-RUKBAN Associate Professor Department of Family and Community Medicine College of Medicine,

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Presentation on theme: "The Skills of Providing Constructive Feedback DR. MOHAMMED O. AL-RUKBAN Associate Professor Department of Family and Community Medicine College of Medicine,"— Presentation transcript:

1 The Skills of Providing Constructive Feedback DR. MOHAMMED O. AL-RUKBAN Associate Professor Department of Family and Community Medicine College of Medicine, King Saud University

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3 رحم الله من أهدى إليّ عيوبي

4 قال الرسول الكريم: المؤمن مرآة أخيه

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6 Objectives Objectives Q1. What is the definition of feedback?Q1. What is the definition of feedback? Q2. Why feedback?Q2. Why feedback? Q3. How to conduct a feedback ?Q3. How to conduct a feedback ? Q4. What is the difference between feedback and evaluation?Q4. What is the difference between feedback and evaluation? Content …

7 Q5. How frequent Feedback is used in our medical education and why?Q5. How frequent Feedback is used in our medical education and why? Q6. Who should give the feedback?Q6. Who should give the feedback? Q7. Where and for what behavior?Q7. Where and for what behavior? QQQQQ?QQQQQ? Summary and conclusionSummary and conclusion Content …

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9 Objective... The aim of this presentation is to improve our skills of giving feedback to students and trainees The aim of this presentation is to improve our skills of giving feedback to students and trainees

10 What is feedback?

11 Coined in 1940s by Rocket Engineers

12 Feedback is a planned learning experience during which a person who performed a task is helped to improve his performance through emphasizing on things done well and others that need improvement and how? What is feedback?

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14 Think about a situation in which you received feedback that impacted on you.Think about a situation in which you received feedback that impacted on you. Was it a positive experience or a negative experience?Was it a positive experience or a negative experience? What specifically do you remember?What specifically do you remember? Why feedback?

15 It is a very strong educational tool Without feedback ……………. mistakes go uncorrected mistakes go uncorrected good performance is not reinforced good performance is not reinforced clinical competence is achieved empirically or not at all. clinical competence is achieved empirically or not at all. Jack Ende, Feedback in clinical medical education JAMA.,1983

16 What Does the Research Say? Specific, descriptive feedback that focuses on success and points the way to improvement has a positive effect.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.Clear, concise feedback matched to standards will promote student achievement. (OConnor, 2002)

17 What Does the Research Say? Feedback generally produces positive results if teachers manage the form the feedback takes.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.Students must be given the opportunity to apply the feedback by trying again. (Black & Wiliam, 1998)

18 The most powerful single modification that enhances achievement is feedback.The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback.The simplest prescription for improving education must be dollops of feedback. (Hattie, p 9) What Does the Research Say?

19 How to conduct a feedback session? Trainee: Things he liked or did well..Trainee: Things he liked or did well.. Trainer: Things they liked or did well..Trainer: Things they liked or did well.. Trainee: Things to improve and how?Trainee: Things to improve and how? Trainer: Things to improve and how?Trainer: Things to improve and how? Trainer: Summarizes (positive pointsTrainer: Summarizes (positive points & specific suggestions for & specific suggestions for improvements) improvements)

20 Feedback should be: Timely (the most effective) Feed forward Midpoint Feedback STARTEND

21 Timely (the most effective) Interactive Short Specific Relevant Non-Threatening Non-judgmental Feedback should be:

22 Which 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.

23 A- You were great when you presented the topic. B- The case presentation gave me a useful picture of the presenting problem Which is more appropriate ?

24 Non evaluativeNon evaluative Objective appraisal of performanceObjective appraisal of performance Not an estimate of trainees personal worth.Not an estimate of trainees personal worth. In a proper setting andIn a proper setting andClimate. Include Suggestions for improvementInclude Suggestions for improvement Feedback should be:

25 What is the receivers impression on Feedback? Adult Learners welcome feedback, especially when it is based on their performance and tailored to their goals.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.Feedback, even corrective type, is seen as helpful and highly appreciated. Hewson MG, Little ML. J Gen Intern Med;1998.

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27 What is the difference between feedback and evaluation? Feedback Evaluation Formative Summative Specific (not general) In descriptive (non evaluative) terms. Focus on the actions or decisions not the person or the decision maker.

28 Commonly Rarely How frequent Feedback is used in our institute? Why?

29 1.Not use to it. 2.Failure to obtain data. 3.Observations are the currency of feedback. 4.Teachers avoid hurting or embarrassment. 5.Damage relationship. Why Feedback not used frequently?

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31 Who should give the feedback? Anyone who is in a position to make a valid observation of the trainees performance and who is experienced enough with the clinical problem and the pedagogic problem.

32 The person administratively in charge.The person administratively in charge. Third hand data..Third hand data.. e.g The chairman of the program e.g The chairman of the program (Dr- A) says to the resident : (Dr- A) says to the resident : Dr. B said your six months ago knowledge is alright but your clinical skills need more work Dr. B said your six months ago knowledge is alright but your clinical skills need more work ( The rotation finished around) ( The rotation finished around) Who is the least able to offer Feedback?

33 HistoryHistory P/EP/E Case presentation Case presentation Ward roundWard round progress notes….. progress notes….. Where and for what behavior?

34 TAKE HOME MESSAGES TAKE HOME MESSAGES In most classrooms providing FEEDBACK are frequently underused!In most classrooms providing FEEDBACK are frequently underused! FEEDBACK is a very effective tool for a student and teacher to improve education.FEEDBACK is a very effective tool for a student and teacher to improve education. There is difference between FEEDBACK and EVALUATION.There is difference between FEEDBACK and EVALUATION.

35 QQQQQ???

36 Further Reading Attached papersAttached papers Ende J. Feedback in clinical Medical Education. JAMA 1983, 250.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): 277- 280.Ferenchick G, Simpson D et al. Strategies for efficient and effective teaching in the Ambulatory care setting. Academic Medicine 1997,72 (4): 277- 280. Steinert Y. Twelve tips for effective small group teaching in the health professions. Medical Teacher 1996, 18(3):203-207.Steinert Y. Twelve tips for effective small group teaching in the health professions. Medical Teacher 1996, 18(3):203-207. A videotaped lecture by Dr. Basil Al SheikhA videotaped lecture by Dr. Basil Al Sheikh

37 Further Reading 2 Ron and Susan Zemke entitled Adult Learning: What Do We Know For Sure in Training magazine, 1995, volume 32(6):31-40.Ron 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.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):173-189McLeod PJ, Harden RM. Clinical strategies for physicians. Medical Teacher 1985,7 (2):173-189 Book titled ?? The Medical Teacher by Prof. HardenBook titled ?? The Medical Teacher by Prof. Harden


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