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Providing Performance Feedback to Trainees Mary M. Moran, MD Associate Dean for Faculty Affairs & Professional Development.

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Presentation on theme: "Providing Performance Feedback to Trainees Mary M. Moran, MD Associate Dean for Faculty Affairs & Professional Development."— Presentation transcript:

1 Providing Performance Feedback to Trainees Mary M. Moran, MD Associate Dean for Faculty Affairs & Professional Development

2 Providing Performance Feedback Benefits of effective feedback Obstacles to giving feedback General rules for providing feedback Planning the feedback session Conducting the feedback session Role plays!

3 Benefits of Effective Feedback Helps learners: –Understand teachers expectations –Evaluate their own knowledge and skills –Identify strengths and weaknesses –Address deficiencies Helps teachers: –Evaluate and modify teaching material –Consider your teaching style –Recognize student progress

4 Education without Feedback Missed learning opportunities Trainee insecurity about abilities Inaccurate perception of performance Potential for disappointment with final evaluation

5 Obstacles to Effective Feedback Inadequate knowledge of how to give effective feedback Concern that the student will not be receptive Concern that the student will feel bad Lack of time Over-nurturing preceptor

6 General Rules for Providing Feedback Create an environment conducive to feedback Set expectations early Separate the action from the person Be specific; use examples Include only feedback that is directly observed or documented Avoid using a programmed style

7 Planning the Feedback Session Have a clear idea of what you will say –Write it down; use the written evaluation as a guidepost Give feedback at an appropriate time Use specific and helpful language – Language that is future-based – Language that reflects actual performance

8 The Feedback Session Ask the receiver/learner to self-evaluate – Fosters reflection – Opens doors for constructive comments Let learner know what was done well – Reinforces positive behaviors Let learner know what could be improved – Use specific examples – Use future-based, accurate language

9 The Feedback Session Check for understanding –Have a dialogue about what youve said –Explore reasons for deficiencies Develop a plan for improvement Set date for follow-up Invite the learner to give you feedback

10 Mystery Medical School Evaluation Examples

11 Evaluate the Evaluations Intelligent Will be an excellent physician ultimately Pleasure to work with Follows up clinical questions with data from the literature Needs improvement in clinical thinking and applying knowledge to practice Needs more initiative in speaking with patients and counseling X was almost casual about his approach to medicine. His initial presentation was inadequate but was corrected when I spoke to him.

12 Joan C. Edwards School of Medicine Marshall University Evaluation Examples

13 Evaluate the Evaluations 11 evaluators; 5 comments Increased comfort with pelvic and pap exams. Improved organizational skills to handle multiple tasks. Actively worked on the outlined elements of the curriculum. Improved organization helped him structure pursuit of knowledge. Was quickly accepted by staff due to his respectful and excellent people skills. Believe that he will progress in leadership and teaching roles as he becomes more confident of his roles.

14 Providing Performance Feedback Benefits to learner and teacher are many. Obstacles to giving feedback can be overcome with planning. Feedback should be timely, specific, and include language that is future-based. The feedback session should be planned; dont go in cold. The feedback session begins by allowing the learner to self-evaluate. Use examples, check for understanding, and invite feedback of you.

15 Providing Performance Feedback: Role plays Divide into groups of 4 Each person gets a stapled packet Page 1 – instructions Your role will change with each case scenario in the order of the pages of the packet you are holding.

16 Providing Performance Feedback: Role plays At the end of each interaction, the following will occur: The preceptor will self-evaluate. The student will evaluate the preceptor keeping in mind the model presented today. The observer(s) will evaluate the preceptor. After the discussion, turn the page and see your role for the next scenario.

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