1. Teachers Mentoring Teachers: The Gift of Peer Feedback Katherine M. Hyland, PhD Gerald Hsu, MD February 1, 2016

2. The Gift of Peer Feedback

3. Objectives Describe the elements of effective feedback Describe the TOP (Teaching Observation Program) process: Preparation, Observation/Evaluation and Feedback Observe/Evaluate a teaching session and compose feedback for a peer instructor Effectively deliver feedback to a peer instructor Promote a culture that includes peer feedback as an accepted and routine aspect of teaching

4. Agenda 1.Welcome, Introductions & Workshop Overview 2.“Pre” Self Assessment of Feedback Skills 3.Discussion: –Benefits of receiving feedback on our teaching –Challenges of giving/receiving feedback –Elements of Effective Feedback

5. Agenda 5.Practice Observation & Feedback Skills –Watch teaching video clips & Complete observation forms –Role-play feedback in pairs –Watch feedback video clips & Discuss 7.Develop list of Best Practices 8. “Post” Self Assessment of Feedback Skills 9. Wrap Up and Evaluation

6. Teaching Observation Program (TOP): Process

7. The Academy of Medical Educators TOP Mentor Training Module is available through the iCollaborative: –https://www.mededportal.org/icollaborative/re source/672https://www.mededportal.org/icollaborative/re source/672 Or directly through the UCSF public site: https://courses.ucsf.edu/course/view.php?id=1580

8. The Gift of Peer Feedback

9. Benefits of receiving feedback Candid, constructive when with peer Colleagues have been in a similar position. May provide ideas/experience/solutions to shared problems. Source of understanding and humor Different perspective– see what you don’t see Point out blind spots Observer reflects less on content, more on structure/process/technique If observer is a content expert, they could provide a framework that has worked for them Opportunity for growth When in person, can be a conversation.

10. Challenges of Giving Feedback Small sample size Not part of the routine Hierarchy Time Timing Setting the right tone (solicited, not forced, non- judgemental) Accessing the right language, pedagogy Calibrating the emotion Assessing readiness of the recipient

11. Challenges of Receiving Feedback Establishing trust Not being defensive Not taking it personally Separating bias Insecurity

12. Elements of Effective Feedback Concrete Timely Specific Non-judgmental Conversational Related to the goals Magic ratio of positive:constructive Receptivity of recipient Appropriately framed

13. Feedback Reflection Exercise 1.Was there feedback (positive or constructive) you feel would be important to convey to this instructor that were not addressed by the TOP mentor in this feedback video? 2.What is one piece of feedback that was addressed by the TOP mentor that you had not considered? 3.If you were the TOP mentor in this case, is there a feedback point that you would have addressed differently? If so, briefly describe your different approach. 4.Did you notice body language or other non-verbal communication from the TOP mentor that were effective? Not effective? 5.What aspects of the TOP mentor’s feedback did you find most effective?

14. Principles of FeedBack F – Formative E – Expectations/Explanation E – Ellicit Self Assessment D – Data/Diagnose B – Based on Specific Behavior A – Action, Agreed upon plan C – Clear, Credibility K – Keep in Touch

15. Best Practices for TOP Mentors Tailored Self-reflection Summarizing or self-summary at the end. Bring closure. Objective, use of a tool Few declarative sentences, not judgmental or directive Partnership Honesty Flexibility Provide other resources

16. Best Practices for TOP Mentors Establish a relationship Identify the goals of the mentee Provides the right amount of feedback in the right amount of time Provide tools for self-assessment Address anxieties of the mentee Preview and summarize feedback (or have mentee summarize) Solicit an action plan Reinforce positive behaviors Validate challenges Don’t be shocked, stay poised.

17. Principles of Giving Good Feedback  Well timed and expected  Safe and mutually supportive environment  Understandable- keep it clear and simple  Comment on strengths before weaknesses  First-hand data, based on direct observation  Focused – address only 2-3 issues, limit to behaviors that are remediable  Channeled – directed toward behavior to be corrected, not the person  Specific and concrete – use specific examples, avoid generalizations  Descriptive non-evaluative language (i.e. no judgment)  Informative – explain why the behavior is a problem, provide suggestions for improvement

18. Principles of Receiving Feedback  Listen with an open mind; Avoid interrupting or defending a behavior  Ask clarifying questions  Relate feedback back to your own goals  Ask for specific suggestions  Take time before responding References: Ende, J. Feedback in Clinical Medical Education. Medical Education 1983; 250(6):777-781. Michaelsen L, Schultheiss E, Making Feedback Helpful – The Organizational Behavior Teaching Review, 1988, vol. 13, iss. 1, p. 109-113.

19. After this workshop, you should be able to: Describe the elements of effective feedback Describe the TOP (Teaching Observation Program) process: Preparation, Observation/Evaluation and Feedback Observe/Evaluate a teaching session and compose feedback for a peer instructor Effectively deliver feedback to a peer instructor Promote a culture that includes peer feedback as an accepted and routine aspect of teaching

20. Thank You!