Observation & Feedback Core Skills for Teaching Faculty Jan Shorey UAMS Teaching Scholars Program American Academy on Physician & Patient

Objectives Consider our resistance to providing sufficient, effective feedback Consider our resistance to providing sufficient, effective feedback Describe the components of effective feedback Describe the components of effective feedback Examine a practical model for delivering effective feedback Examine a practical model for delivering effective feedback PRACTICE delivering feedback – and get some feedback on our feedback! PRACTICE delivering feedback – and get some feedback on our feedback!

Definition of Feedback: Information that flows between two people that has to do with their mutual interactions in the here and now, based on past experiences, and is designed to influence, reinforce, or change behaviors, concepts, or attitudes. Information that flows between two people that has to do with their mutual interactions in the here and now, based on past experiences, and is designed to influence, reinforce, or change behaviors, concepts, or attitudes.

Importance of Feedback: VITAL and TRANSFORMATIVE (if effective) influences a professionals outcomes in terms of acquired knowledge, skills, and attitudes influences a professionals outcomes in terms of acquired knowledge, skills, and attitudes enhances relationships enhances relationships increases teacher and learner satisfaction increases teacher and learner satisfaction

Cultural Bias Culture of Medicine doesnt support us – and needs to change Culture of Medicine doesnt support us – and needs to change Normative to hear about mistakes Normative to hear about mistakes Normative to hear global praise: Normative to hear global praise: good job good job

Content Important Important Timely Timely Specific – based on observations Specific – based on observations Pertaining to decisions & actions – not personality Pertaining to decisions & actions – not personality

Content, continued Best if based on stated objectives Best if based on stated objectives Digestible amount of information Digestible amount of information (3 items – max) Nonjudgmental & descriptive language Nonjudgmental & descriptive language Remember the system Remember the system

Language...matters Language can create reality Language can create reality Calibrate our language accurately Calibrate our language accurately more effective/less effective rather than good/bad more effective/less effective rather than good/bad connector words – but has no place in a sentence of positive feedback connector words – but has no place in a sentence of positive feedback

Process Planned, negotiated, delivered on schedule (oriented to expect feedback) Planned, negotiated, delivered on schedule (oriented to expect feedback) Unplanned, spontaneous and situational Unplanned, spontaneous and situational Based on first hand observations Based on first hand observations Based on second hand observations (the Program Directors challenge) Based on second hand observations (the Program Directors challenge) Skills of effective feedback delivery are independent of the situation Skills of effective feedback delivery are independent of the situation

Process, continued Observation Observation Reflection by the teacher Reflection by the teacher Planning and preparation by the teacher Planning and preparation by the teacher Well-timed (planned or spontaneous) Well-timed (planned or spontaneous) Appropriate setting Appropriate setting Delivered in the context of a relationship Delivered in the context of a relationship Invites conversation; bilateral exchange Invites conversation; bilateral exchange Includes summary & follow-up plans Includes summary & follow-up plans

Feedback: A Practical Model 1. Prepare Is rapport established? Is rapport established? Is feedback expected? Is feedback expected? 2. Provide non-evaluative information Ask for recipients self-assessment Ask for recipients self-assessment Reinforce desirable behaviors Reinforce desirable behaviors Focus on specific observed behavior Focus on specific observed behavior Be aware of your own subjective feelings Be aware of your own subjective feelings Limit to 3 important points, or fewer Limit to 3 important points, or fewer

Feedback: A Practical Model 3. Respond to feelings 4. Plan adjustments and performance goals Problem solve Problem solve Tutor or self-study Tutor or self-study 5. Closure Ensure comprehension/agreement Ensure comprehension/agreement Summarize Summarize Plan follow-up Plan follow-up AAPP – D. Duffy, R. Frankel, P. Williamson

Requirements Core Values Core Values Time Time Skill as an observer and communicator Skill as an observer and communicator Confidence in your skills Confidence in your skills Practice – from which the confidence grows Practice – from which the confidence grows Appreciation helps – from your students, your department, your teaching institution Appreciation helps – from your students, your department, your teaching institution