calvin chou, denise davis, ryan laponis ucsf department of medicine kara myers ucsf department of...
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Delivering Effective Feedback
Calvin Chou, Denise Davis, Ryan LaponisUCSF Department of Medicine
Kara MyersUCSF Department of Obstetrics and Gynecology
Stephanie HarmanStanford Department of Medicine
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Overview of the sessionIntroductions (5 min)Interactive discussions: definitions, goals,
brief literature review (15 min)Small group breakouts with “accordion”
reconvenings (140 min)Final conclusions for feedback
(10 min)Remediation panel (60 min)
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IntroductionsNamePosition(s)Where you workLearners you work with
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Overview of the sessionIntroductions (5 min)Interactive discussions: definitions, goals,
brief literature review (15 min)Small group breakouts with “accordion”
reconvenings (140 min)Final conclusions for feedback
(10 min)Break (10 min)Remediation panel (60 min)
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About feedback"Courage is what it takes to stand up and
speak. Courage is also what it takes to sit down and listen"
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Definition and FactsFeedback: specific, nonjudgmental
information comparing a trainee’s performance with a standard, given with intent to improve performance
Fact: Feedback is always being given, consciously or unconsciously, skillfully or carelessly
Suggestion: Feedback is an expression of commitment to the relationship
Van de Ridder et al, Med Educ 2008
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Imagine a scenarioThink about a learner Envision a scenario in
which youwould give feedback to that learner
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GoalsWhat you hope to gain from this workshop?
(you’ll work on these in small group)
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Brief Literature ReviewOptimal reinforcing:corrective
comments ratio: 4:1Students like praise as an ‘ego boost’
but also want specific guidance when they make mistakes
Tying feedback to learner’s goalsUnderstanding the learner’s position helpsCalibrating the amount of feedback
Rudy et al, Eval Health Prof 2001; Kernan et al, Am J Med 200o; Hewson and Little, JGIM 1998; Sostok et al, Acad Med 2002
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Feedback StepsSet upGather Information / ObserveARTful Delivery of Feedback
Bienstock et al, Am J Ob Gyn 2007
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Overview of the sessionIntroductions (5 min)Interactive discussions: definitions, goals,
brief literature review (15 min)Small group breakouts with “accordion”
reconvenings (140 min)Final conclusions for feedback
(10 min)Break (10 min)Remediation panel (60 min)
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Small Groups, Large GroupConvene small groups for
writing, skills practicePractice three individual
components of feedback:Large group mini-didactic
and demonstrationSmall group practice
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Set-upCreating a permissive environment for
maximal learningIn context of learner-teacher relationshipIn the spirit of dialogue rather than
downloadingFeatures:
Temporally close to eventIn accordance with learner’s goals: what are
the characteristics of the most exemplary doctors you have seen?
In accordance with learner’s readiness
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Small Group Task 1Sub-intros – name; what you have learned
thus far, if anything, that is most alive for you?
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Gather informationTranscribe what is
happeningVerbalNonverbal
Record words and/or behaviors to give feedback aboutAvoid “You were…”Practice “I saw…”;
“I heard…”; “I noticed…”
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Feedback StepsSet upGather Information / ObserveARTful Feedback
ReinforcingCorrectiveNext Steps
Bienstock et al, Am J Ob Gyn 2007
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ARTful SkillsAsk
Self-assessmentCan frame in terms of learner’s previously-
stated goalsRespond
Depends on active listeningUsing empathic words can be helpful
TellYour own assessment and thoughtsBehavioral and specificCan illuminate blind spots
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ARTful SkillsAsk
Self-assessmentRecall previously-stated goals from Set-Up
RespondDepends on active listeningUsing empathic words can be helpful
TellYour own assessment and thoughtsBehavioral and specificCan illuminate blind spots
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ARTful Reinforcing FeedbackAsk: What do you think you’d like to keep
doing?Respond: gently redirect learner from self-
criticism, and take the opportunity to agree or reflect the learner’s self-assessment
Tell: your own assessment (if anything to add)
The ART cycle continues: ask for reactions to your feedback
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ARTful Corrective FeedbackAsk: What do you think you’d like to stop
doing?Respond, Tell (remain as nonjudgmental as
you can!)Continue the ART cycle: ask for reactions to
your feedback
For challenging situations, try: Asking about intention (cultural sensitivity)Responding with empathy or a summaryTelling your perception of how intention and
impact differ
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ARTful Next StepsAsk: What do you think you’d like to start
doing?Respond, TellARTful cycle
For learners in high-stakes situations: Agree on action plan and accountability
By when?What would you expect to happen if you can’t /
don’t meet our agreement?
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Summary
Adapted from American Academy on Communication in HealthcareBienstock et al, Am J Ob Gyn 2007
Set up Gather Information / ObserveARTful Feedback
Keep (Reinforcing)Stop (Corrective)Start (Next Steps)
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Quotation
Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved incidentally or not at all.
Ende, JAMA 1983
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Overview of the sessionIntroductions (5 min)Interactive discussions: definitions, goals,
brief literature review (15 min)Small group breakouts with “accordion”
reconvenings (140 min)Final conclusions for feedback
(10 min)Break (10 min)Remediation panel (60 min)
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Feedback StepsSet upGather Information / ObserveARTful Feedback
ReinforcingCorrectiveNext Steps
Bienstock et al, Am J Ob Gyn 2007
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NET GOALS
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RespondHelpful to summarize briefly what learner
has said, and to gently redirect self-criticism for now
Use PEARLS tools to build relationshipPartnership: “I’m happy to work with you on
this”Empathy: “Sounds like it was frustrating to
struggle”Apology: “I’m sorry to hear that you had
difficulty”Respect: “Thanks for sharing your perspective”Legitimation: “This is a really hard exercise”Support: “Let’s see how I can help you with
this”