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ANSF Faculty Development Course: Medical Education 1 Providing Feedback and Evaluating Students Instructor Development Course : Session # 4.

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Presentation on theme: "ANSF Faculty Development Course: Medical Education 1 Providing Feedback and Evaluating Students Instructor Development Course : Session # 4."— Presentation transcript:

1 ANSF Faculty Development Course: Medical Education 1 Providing Feedback and Evaluating Students Instructor Development Course : Session # 4

2 ANSF Faculty Development Course: Medical Education 2 Objectives Understand the importance of providing feedback in the learning process, and define the various types of feedback Describe a proven method of systematically evaluating the learners performance in the classroom setting Provide an overview of ways to give feedback to the learner Note the importance of having student evaluations of courses.

3 ANSF Faculty Development Course: Medical Education 3 Module Outline 1.Importance of Feedback 2.Evaluating the Students Performance 3.Providing Feedback 4.Student Evaluations of Courses, Clinical Rotations, and Faculty

4 ANSF Faculty Development Course: Medical Education 4 I. Importance of Feedback

5 ANSF Faculty Development Course: Medical Education 5 What is Feedback ? Information you provide to students about their performance that is intended to guide and improve their future performance. –Formative: Informational –Summative: Evaluation

6 ANSF Faculty Development Course: Medical Education 6 Feedback Positive feedback should be given more than negative Intensive feedback to students improves their learning and ultimately their performance Effective feedback requires mutual understanding of goals and objectives

7 ANSF Faculty Development Course: Medical Education 7 Feedback Inadequate feedback can be detrimental to a students performance

8 ANSF Faculty Development Course: Medical Education 8 Need for Feedback Assessment informs, and is informed by, teaching. Students performance depends on it. It is the basis for optimal educational learning.

9 ANSF Faculty Development Course: Medical Education 9 Feedback Barriers Lack of direct observation Lack of clearly stated standards No consistent vocabulary Concern about emotional reaction Lack of role models in ones own training

10 ANSF Faculty Development Course: Medical Education 10 Feedback Facilitators Goals should be mutually understood and accepted Orient the student to your style Understand the students prior experiences with feedback Maintain a positive learning environment Arrange the proper setting for feedback

11 ANSF Faculty Development Course: Medical Education 11 II. Evaluating the Students Performance

12 ANSF Faculty Development Course: Medical Education 12 Communication Feedback Focus on the performance, not the performer Should be routine and immediate Think aloud

13 ANSF Faculty Development Course: Medical Education 13 Communication Feedback Use I statements. Let the student tell you how they think they did first. No premature feedback: Let them finish their story. Important Principle : Praise in Public, Perfect in Private

14 ANSF Faculty Development Course: Medical Education 14 Constructive Feedback and I Messages Constructive feedback: –Face-to-face conversation with a student about something that he / she has not done well. –Instructor must obtain the facts before providing direction to resolve the problem. I Messages –I messages are the preferred way to provide constructive feedback. –They are usually more effective than you messages because they are non-judgmental. –They report how less than desirable behavior is making the faculty feel and how the behavior is having an impact on the setting or the patient.

15 ANSF Faculty Development Course: Medical Education 15 Constructive Feedback Characteristics I CharacteristicDescription Give immediate feedbackDelay tends to reduce effectiveness Show concern for helping others The concern for the other makes feedback more acceptable to the receiver Be descriptive rather than evaluative Facts are more acceptable than judgments

16 ANSF Faculty Development Course: Medical Education 16 Constructive Feedback Characteristics II CharacteristicDescription Describe the effectsUseful feedback states how the persons behavior affects you and the patient Be specific rather than general Use concrete events not assumptions about the receiver Give feedback when the receiver is ready to accept it Ensure that the feedback is aligned with situation and the nature of relationship between sender and receiver

17 ANSF Faculty Development Course: Medical Education 17 Constructive Feedback Characteristics III CharacteristicDescription Focus on behaviorDescribe clear, outward actions rather than try to attribute inner motives of the receiver Give feedback only on matters the receiver is able to do something about Feedback on something outside of the receivers control leads to resentment and feelings of helplessness

18 ANSF Faculty Development Course: Medical Education 18 Learner Perceptions Most students find they are treated better when they appear competent, even when they are not. –Disclosing their needs means punishment. –Hiding their needs means rewards. –how you provide feedback will determine whether your learners will reveal their needs to you.

19 ANSF Faculty Development Course: Medical Education 19 Getting ready to teach : A Checklist 1. Clarify behavioral expectations 2. Set goals 3. Where and when will teaching occur ? 4. Explicitly assess each student 5. Feedback : decide where / when / who / how 7. Evaluation: Learner and Teacher

20 ANSF Faculty Development Course: Medical Education 20 More on Feedback When, how, and by whom should feedback occur in your teaching setting ?

21 ANSF Faculty Development Course: Medical Education 21 III. Providing Feedback

22 ANSF Faculty Development Course: Medical Education 22 How should one give feedback? Be specific Be positive when deserved Do not demean when being critical Be understanding about things that cant be changed Be well-timed and proactive

23 ANSF Faculty Development Course: Medical Education 23 Three-Step Formula for a Feedback Session 1. Ask the learner for self-evaluation 2. Provide your feedback 3. Outline a plan of action

24 ANSF Faculty Development Course: Medical Education 24 Formula for Feedback I Ask the learner for self-evaluation –What are your areas of strength ? –What are your areas of challenge ? Prompting may be necessary : –Data gathering (writing and reading) –Professionalism –External distracters –Shortcomings (speech impediment, shy)

25 ANSF Faculty Development Course: Medical Education 25 Formula for Feedback II Provide your feedback –In context of student comments –Descriptive, not evaluative (behaviors) –Specific (behaviors) –Focus on issues the student can control –Limited in amount –Address student goals

26 ANSF Faculty Development Course: Medical Education 26 Formula for Feedback III Outline a plan of action –Focus on behaviors Specific Limited Achievable Measurable

27 ANSF Faculty Development Course: Medical Education 27 Principles of Feedback Identify learning objectives Make a feedback friendly environment Prioritize the feedback you give Respond to students self-assessment Objective data - specific behaviors Validate the student - positive feedback Establish a plan

28 ANSF Faculty Development Course: Medical Education 28 Student Evaluation The following discussion will be of the student evaluation tool that was developed in June 2009 by the AFAMS Faculty.

29 ANSF Faculty Development Course: Medical Education 29 IV. Student Evaluation of Courses and Instructor

30 ANSF Faculty Development Course: Medical Education 30 Goals of Student Evaluations Provide the students input into their own education Determine if the students are receiving the training they want and need Improve the course, rotation, or faculty Allow recognition of instructors who are providing exemplary training

31 ANSF Faculty Development Course: Medical Education 31 Timing of Student Evaluations Turning in the evaluation form is required : –On the last day of the course or rotation –After the course or rotation but before the grade is issued –At the end of the class year

32 ANSF Faculty Development Course: Medical Education 32 Options to Consider for Evaluations by Students Using the same forms as the residents use Having a mid-course evaluation and/or having an evaluation at the end of the course Having an exit interview –This might require a separate evaluation form –This could be with any of the instructor the course director –This could be instead with another instructor in the department who then provides an anonymous feedback report

33 ANSF Faculty Development Course: Medical Education 33 Learner Evaluations Structural Components of Courses Which Students Should Evaluate –Faculty teaching –Faculty clinical care –Supervising residents teaching and clinical care –Didactics and other teaching materials –Clinical caseload and case distribution –Goals / expectations

34 ANSF Faculty Development Course: Medical Education 34 Evaluations of Faculty by Students I Having a separate form for each student –The student should specify how much time or how many cases he had with each faculty rated Having a single form for all the instructors with a number rating rank for each faculty Having an exit interview with the course director –There should be focus on the best and worse teachers –There should be an evaluation option if there is a conflict between the student and the director

35 ANSF Faculty Development Course: Medical Education 35 Evaluations of Faculty by Students II Having an exit interview with a person not in the same department who then prepares an anonymous evaluation report sent back to the director Separating the timing of grading the student and turning in the evaluation

36 ANSF Faculty Development Course: Medical Education 36 Student Evaluations of Faculty: Main Categories Teaching ability Teaching effectiveness Interest and enthusiasm for teaching Clinical ability Professional behavior –Interactions with other students –Interactions with other healthcare personnel –Role modeling

37 ANSF Faculty Development Course: Medical Education 37 Use of the Student Evaluations The most intense and complete review should be by the course director There should be independent review by the department director Evaluations should be combined into a summary annual report for all the faculty There should also be higher level review of evaluation summaries to make comparisons between different departments and study the overall education performance and mission of the institution

38 ANSF Faculty Development Course: Medical Education 38 Analysis of the Student Evaluations of Instructors These need to be co-reviewed by the course director and the department director The student evaluations should be correlated with evaluations of the same instructor The ratings could be used as part of the academic promotion or salary increase for faculty The ratings could be used to issue a faculty teaching certificate or award or prize

39 ANSF Faculty Development Course: Medical Education 39 END MODULE Faculty Development Course : Session #4


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