Giving Feedback The Learning Lunch Series for Allied Health Preceptors April del Campo, RDMS & Cinnamon Desgres RN MSN,C Cinnamon Desgres RN MSN,C May.

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Presentation transcript:

Giving Feedback The Learning Lunch Series for Allied Health Preceptors April del Campo, RDMS & Cinnamon Desgres RN MSN,C Cinnamon Desgres RN MSN,C May 15, 2013

Goal & Objectives By the end of this workshop, participants will be able to… By the end of this workshop, participants will be able to… Recognize the difference between good and bad feedbackRecognize the difference between good and bad feedback Identify tools for giving GOOD feedbackIdentify tools for giving GOOD feedback

Types of Feedback Feedback can be Formal or Informal Formal: Testing, evaluations at set intervals, evaluation sheets, etc. Informal: critique given as the student encounters new experiences, learns new skills. It is more one on one as it happens.

Three Techniques 1. Ask – Tell –Ask 2. Sandwich 3. Bridge – Skill building Bernard Salt/AFP

Ask – Tell – Ask Step 1: Ask the student for self assessment – How do you think you are doing? Step 2: Tell them what you observed and how it differs from what you expect Step 3: Ask them how you think they could improve and what action they should take

Sandwich Start with Praise - what are their strengths and something good they did Start with Praise - what are their strengths and something good they did Tell them what you observed and how it differs from what you were looking for. Tell them what you observed and how it differs from what you were looking for. End with praise - comment on their ability to learn new things and how they have successfully changed any techniques previously End with praise - comment on their ability to learn new things and how they have successfully changed any techniques previously

Bridge This is a way to connect concepts from what the student has already learned and done well to what they need to continue to work on. Past positive behavior and performance Past positive behavior and performance Present observed behavior and performance Present observed behavior and performance Future behavior/performance expected Future behavior/performance expected

Quick Tips STOP and find a private setting S pecific T imely O bjective, observable behaviors P lan for action

VIDEO 1

Discussion of Scene 1 What were some missteps by the educator? What were some missteps by the educator? How could that have been approached differently? How could that have been approached differently? What did they do well? What did they do well? What could they have done better? What could they have done better?

VIDEO 2

Discussion of Scene 2 What were some of the tools used? What were some of the tools used? How was that scene more positive? How was that scene more positive?

Set a Goal Positive reinforcement Positive reinforcement Avoid negativity Avoid negativity Be a good example - Practice what you preach Be a good example - Practice what you preach

Questions? Find this content online through the Baystate Health Sciences Library Subject Guides: Learning Lunch Series for Preceptors Please complete the evaluation! Additional reading: Vickery AW, Lake FR. Teaching on the run tips 10: Giving feedback. MJA. 2005; 183(5): Vickery AW, Lake FR. Teaching on the run tips 10: Giving feedback. MJA. 2005; 183(5): Crrock, Anne-Marie Coaching Skills-Feedback Techniques (Powerpoint Slides) retrieved from Slide Share.net website: Gigante J, Dell M, Sharkey A. Going beyond "Good Job": How to Give Effective Feedback. Pediatrics. 2011; 127 (2): Gigante J, Dell M, Sharkey A. Going beyond "Good Job": How to Give Effective Feedback. Pediatrics. 2011; 127 (2): Milan FB, Parish SJ, Reichgott MJ. A Model for Educational Feedback Based on Clinical Communication Skills Strategies: Beyond the "Feedback Sandwich. Teaching and Learning in Medicine. 2006; 18:1, Milan FB, Parish SJ, Reichgott MJ. A Model for Educational Feedback Based on Clinical Communication Skills Strategies: Beyond the "Feedback Sandwich. Teaching and Learning in Medicine. 2006; 18:1, Pettit J. Workshop on Giving, Receiving, and Soliciting Feedback. MedEdPORTAL; Pettit J. Workshop on Giving, Receiving, and Soliciting Feedback. MedEdPORTAL; Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA, 2009; 302(12): Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA, 2009; 302(12):