Download - Deepening SP Feedback Skills
Deepening SP Feedback
SkillsFeedback WorkshopStandardized Patient Program
Mercer University School of Medicine
Standardized Patients General Meeting
August 18, 2009
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What is Feedback?• Dialogue
• Information
• Jumping off point for the learner (rather than correction)
• Based on communication process rather than clinical content
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Why is this so important?
“I definitely appreciated the feedback that one of my patients gave me. I think that that was one of the best parts of the evaluation because it really gave me a feel of how I did. I do wish, however, that the other SP would have provided feedback as well. I hope that SPs are encouraged to give us feedback because it’s the most useful part.”
Senior Student at Mercer
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Characteristics of Feedback?
• Specific
• Based on observable behavior – what you saw or heard
• An “I” statement: An objective statement of your subjective experience
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“When you said or did ___”
• I felt_________________
• I experienced_________
• I noticed I____________
• I observed I__________
• I was_________________
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Suggestions of Giving Feedback
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Keep the feedback in the
first person.
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Address the student as a student, and not a doctor.
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Focus on areas of strength and
areas of growth.
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Be honest but kind in the feedback, trying
to cite something positive especially
when there is much negative to dwell
upon.
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Refrain from giving back the checklist; rather
concentrate on behaviors like body language, voice tone, eye contact, pace
or attitude, none of which will be reported to the student by any other
means.
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Students are coached before the exam, telling them this exercise is as much about process
(being thorough and methodical, acting sincere and compassionate, etc.) as it is about content
(achieving a high percentage from the checklist). Feedback needs to reinforce that dictum by never penalizing a student in the comment section for failing the checklist. A successful student on the series of checklist items can give a poor bedside
impression. He or she should receive that feedback in the comment section. Conversely, a student may really wow you with social skills that
are not reflected in the checklists. Use these comments to their advantage.
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Use specific examples.
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Give information as clearly and respectfully as
possible.
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Less is more!!Stay concise – one to three
lines is adequate for most cases.
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Do not compare students when
you give feedback.
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Avoid commenting on medical content.
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Avoid using judgment terms such as “good/
bad” or “right/wrong.”
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Some SPs contrive a list of adjectives that they find suitable to reflect positive and negative
interpersonal skills, and then they draw down from this list in writing
feedback. This may be helpful but should not limit your
comments.
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Check with the SP Coordinator if you are
concerned about something you feel
compelled to say to a student. Remember all
comments are being edited by the director of the
program.
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Remember: You are there to offer
information. It’s not up to your job to change anyone’s
behavior.
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SPs in Action: Comments on
Feedback
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“Student was friendly and put patient at ease. Student was eager to make patient comfortable during the physical exam. Student did a good job of reassuring patient concerning possible surgery.”
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There is nothing I did not like about this encounter, He was relaxed, knowledgeable friendly, empathetic, and
confident..”
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He offered to talk to me about anything without telling my mom and that made me feel a little comfortable.
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I think her plan was to give me some tough love and be relatable, but it didn’t work; she just started getting on my nerves.
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“Made good eye contact, very pleasant smile which helps relieve anxiety. Initially she did not sound like she was going to admit me to the hospital, however, after prompting she indicated that she thought it would be a good idea for the sake of
safety..”
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“Did not mention my diet at all, did not tell me to quit drinking or smoking. Very possible heart attack, wants EKG now, may admit after reviewing results.”
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“Lorena was impressed with this doctor’s suggestion to make bedtime less stressful and more about going to sleep. Good advice given to the patient. Student did not ask about the confusion regarding the two different shoes, although patient kept swinging her feet. The student did not ask about the falling history even though the patient was rubbing her
head along the band aid line..”
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“Very concerned, friendly, and empathetic. Great communication skills!.”
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“When you left a silence after you asked me if there was anything else I needed to talk about, I was relieved because it gave me space to decide to tell you about my husband’s death.”
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“When you sat and let me get upset about my dad’s death, I felt supported and listened to.”
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“The student reassured me that it was good that I called in. That made me feel as though I was doing the right thing.”
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“Sensed urgency from me. Non verbally acknowledged seriousness of situation. Very confident. My best yet,”
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“Thomas Caine would return to see this doctor. He thought the doctor understood the sensitive nature of the problem not so much by what he said but by his mannerisms.”
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Timely, constructive feedback is essential to learning. Yet too often
learners don’t get the feedback they need, and some of the feedback they get is delivered too late and in hurtful
ways.
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If learners are to provide high-quality care throughout their careers, they need to value feedback and invite
feedback from trusted colleagues.
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If you help them value feedback and provide them with useful feedback,
they may well begin reaching out to you and others for feedback
throughout their formal education.
Fostering Reflection and Providing Feedback
Jane Westberg and Hilliard Jason