1. Introduction to Evaluation
Part One: Overview of feedback and evaluation and their crucial impact

2. Learning Objectives
By the end of this session, participants will be able to:
Understand the terms: “feedback,” “evaluation,” “formative,” and “summative” as used at UNR Med
Value their role as coaches and evaluators
Describe the stepwise process of providing feedback and evaluation
Note: This is part one of a three part series. Part two covers how to give feedback and part three covers how to complete an evaluation.

3. Feedback vs. Evaluation
Reinforcement or correction with explanation
Keeps learner on course to meet goals
Allows learner to make changes to meet goals
Like coaching
Evaluation
A measurement
Comparison with other learners’ performances
Often mistaken for feedback
Like scoring

4. Formative vs. Summative Evaluation
informs the learner about him/herself (internal)
informs learner of progress
advises learner of observed learning needs
guides self-reflection and motivates improvement
Summative
a final assessment of overall performance
informs others about the learner (external)
a measure of outcome
may be used verbatim in medical student performance evaluation (MSPE)/“Dean’s letter”

5. Your Impact
“A preceptor can exert significant influence on the student’s maturation from novice toward clinician.”

6. As a Preceptor You are a longitudinal firsthand observer
You shape the learner’s professional development
Your comments are critical to a trainees’ assessment
Your comments may be part of the MSPE (Dean’s letter) for residency application

7. Exercise One
Using the Exercise One handout, imagine that you are selecting candidates to interview for a residency program. The evaluative comments for two interview candidates are included. If you only had one interview slot left, which student would you choose?
Where will these handouts be located?

8. How should I approach feedback and evaluation?
Day One: Discuss learning objectives
Daily: Give feedback and note whether learner incorporates feedback effectively
End: Evaluate learner
Watch this video [link] to see a colleague setting the stage for evaluation and feedback on day one.

9. Orientation
Feedback
Feedback
Evaluation
Timeline
Useful tip:
Following the timeline shown above helps take discomfort out of giving constructive feedback.
By setting expectations at the beginning of a rotation, you prepare the learner to hear your feedback. Also, when you give a learner feedback on a regular basis, he/she should not be surprised by the content of his/her final evaluation.

10. Exercise Two 1. Take the quiz on overview of feedback and evaluation.
2. Consider how you will set expectations for your next students and/or residents.
3. Has the School of Medicine provided you with the learning objectives for the rotation in which you teach?
4. Are there skills you need to build?
(Please review parts two and three)
Where will the quiz be located?

11. References
Ferenchick, G., Kern, D.E., Babbott, S. Evaluation and Program Enhancement. Chapter 5 Community-Based Teaching. Pgs ACP.
Mink O., Owen K., Mink B. Developing High Performance People (Perseus Books 1993).
Whitman, N. Schwenk, T. The Physician as Teacher, 2nd Ed. (Whitman Associates, 1997).

12. Questions? Contact: Jennifer Hagen, MD Office of Faculty Development
April Heiselt, PhD
Office for Community Faculty