Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners Laura Hanyok, MD Meg Chisolm, MD, Michael Melia, MD, Deepa Rangachari, MD, Bob Siliciano, MD July 26, 2013

Objectives Review the key aspects of feedback Practice delivering constructive feedback to a learner Practice developing a plan to improve the learner's performance

Session Timeline 1:50-2:10pFeedback Overview Pt 2 2:15-3:10pSmall group skills practice 3:10pReturn to Large group 3:15-3:30pWrap-Up

Rationale for Giving Feedback Without feedback, mistakes go uncorrected, good performance is not reinforced, and clinical competence is achieved empirically or, not at all. Jack Ende - Feedback in Clinical Medical Education. JAMA 1983;250: Good Behavior is not reinforced Mistakes Go Uncorrected Learner will make assumptions

Where Feedback Occurs Research Setting – Laboratory Research – Clinical Research Small Group or Classroom Setting Clinical Setting – All levels of learners – All clinical areas

Where Feedback Occurs Research Setting – Laboratory Research – Clinical Research Small Group or Classroom Setting Clinical Setting – All levels of learners – All clinical areas Where do you deliver/receive most feedback?

The Feedback Sandwich Ask Tell Ask

Anatomy of a Feedback Session Bienstock, AJOG, 2007

Additional Aspects For Working with Struggling Learners Feedback as part of a relationship Ongoing Feedback Process

Feedback happens within the context of a relationship FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM Interpersonal dimensions – Establish trust & safety – Ask – Listen – Use descriptive, non-others perspective Intrapersonal dimensions – Think of yourself as a coach, not a judge – Be aware of your own feelings & assumptions – Be sensitive to and try to understand recipients perspective

Feedback happens within the context of a relationship FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM Interpersonal dimensions – Establish trust & safety – Ask – Listen – Use descriptive, non-judgmental language Intrapersonal dimensions – Think of yourself as a coach, not a judge – Be aware of your own feelings & assumptions – Try to understand recipients perspective – After, reflect on the encounter

Feedback happens within the context of a relationship FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM Interpersonal dimensions – Establish trust & safety – Ask – Listen – Use descriptive, non-judgmental language Intrapersonal dimensions – Think of yourself as a coach, not a judge – Be aware of your own feelings & assumptions – Try to understand recipients perspective – After, reflect on the encounter

Feedback As an Ongoing Process Necessary for learners to grow and to improve Reinforces itself the more you do it

Preparing the Learner for Ongoing Feedback FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM Determine goals/objectives Establish rapport Promote recipients elicitation of feedback Provide ongoing feedback at regularly scheduled intervals Follow through

Preparing Yourself for a Feedback Encounter With a Struggling Learner FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM Collect & interpret relevant information Decide goals for meeting & points to address Anticipate reactions of the learner & of you Evaluate/decide options if learner doesnt respond as you wish Practice saying what you want to say Inform learner the reason for meeting, encourage them to prepare

A Step-Wise Approach for a Meeting with a Struggling Learner FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM Open meeting effectively Acknowledge awkwardness/discomfort State performance issue Elicit/listen to individuals self-assessment/reactions Learner Acknowledges Issue Learner Doesnt Acknowledge Issue Define and analyze problem Recognize/control your reactions Problem-solve togetherAcknowledge learners perspective State your perspective Support individual & state expectations Decide upon actions & follow-up Assess learners understanding/acceptance Summarize & Document

Small Group Sessions: Practicing Feedback Meeting with a Struggling Learner Lab/Research – Room 426: Bob Siliciano Clinical – Room 320: Meg Chisolm – Room 326: Michael Melia Clinical or Small Group/Classroom – Room 420: Deepa Rangachari Small Group/Classroom – Room 370: Laura Hanyok

Feedback Part 2: Wrap-Up Thoughts from the Group – What went well? – What was more difficult? – What surprised you?

Feedback Part 2: Wrap-Up Take Away Points Orient learners to process of feedback Consider the relationship Plan/implement FB meeting process