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UMMS CRIT Teaching and Leadership: Giving Effective Feedback Susan J. Pasquale, PhD, MT-BC, NMT Director, Curriculum & Faculty Development.

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Presentation on theme: "UMMS CRIT Teaching and Leadership: Giving Effective Feedback Susan J. Pasquale, PhD, MT-BC, NMT Director, Curriculum & Faculty Development."— Presentation transcript:

1 UMMS CRIT Teaching and Leadership: Giving Effective Feedback Susan J. Pasquale, PhD, MT-BC, NMT Director, Curriculum & Faculty Development

2 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation By the end of this module, you will be able to: Recognize 4 characteristics of giving feedback that facilitate change Learning Objective

3 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation If someone is going down the wrong road, he doesn't need motivation to speed him up. What he needs is [feedback] to turn him around. Jim Rohn

4 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation Feedback: provides specific information about previous performance to promote positive and desirable development. 1 Reflection: a conscious, deliberate process focusing on understanding events and processes to bring about self-improvement. 2 Evaluation: delivers summative judgments of performance and assures standards are met for certification and advancement. Based on previously given feedback. Feedback & Evaluation 1.Archer, J.C. State of the science in health professional education: effective feedback. Med Educ 2010, 44, Mann, K., Gordon, J., McLeod, A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ 2009; 14:

5 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation 1.Positive reinforcement without constructive criticism 2.Feedback that is too general 3.Feedback on areas unrelated to specific learning goals 4.Constructive criticism but no suggestions for improvement 5. Unaware of ways to facilitate improved feedback Five common feedback issues

6 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation 1.Two-way dialogue 2.Descriptive vs. evaluative 3.Specific vs. general 4.First-hand data 5.Focus on behavior, decisions & actions, not assumed intentions or interpretations 6.Behavior the receiver can do something about 10 Characteristics of Constructive Feedback

7 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation 7.Well-timed and expected 8.Amount of information the receiver can use 9.Teacher and learner working as allies, with common goals 10.Opportunity to respond to the feedback and to be involved in creating plans for improvement 10 Characteristics of Constructive Feedback (cont.) Expanded by William H. Berquest from a list originally brainstormed by George Lehner and Al Wright in Printed in William H. Berquist and Steven R. Phillips A Handbook for Faculty Development. Vol. I (Dansville, NY: The Council for Advancementof Small Colleges, 1975), pp Ende, J Feedback in clinical medical education. JAMA, 250(6),

8 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation

9 UMMS CRIT 2010 Teaching & Leadership: Giving Effective Feedback Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation


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