feedback · 2018-06-06 · feedback • students perceive feedback to be information about their...
TRANSCRIPT
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FEEDBACK “YOU CANT AFFORD NOT TO” CHRISTINA THOMPSON
STUDENT EDUCATOR DEPARTMENT OF OCCUPATIONAL THERAPY ST VINCENT’S HOSPITAL
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SESSION PLAN
• WHAT IS FEEDBACK? • What are the essential elements of successful
feedback? • 2 Video & practice sessions • Summary
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FEEDBACK
REFLECTION (Situation) DEBREIFING
Formative
Summative
Ongoing (Event)
Constructive
Overall performance
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DEFINITION
• FEED BACK is an interactive process which Aims to provide learners with insight into their performance. During feedback strategies are developed to modify/improve student behaviour.
• How often does it happen?
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FEEDBACK
• Many students/ new graduates report that they receive insufficient feedback
YET • Supervisors feel that they provide feedback all
the time
• WHY?
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Reasons for insufficient feedback
Supervisors fear that feedback will; • Harm supervisee self esteem • Damage the student/ supervisor relationship • Make the supervisor less popular • Result in more harm than good • “Too personal” • Anticipating a negative reaction from the
student • Ende J. JAMA 1983
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FEEDBACK
• Students perceive feedback to be information about their performance that is in keeping with their own self perception
• Students in higher education understand the importance of feedback & identify that clearly defined task oriented simple & timely feedback is most effective.
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Effective constructive feedback Supervisors are expected to Initiate contact Provide safe environment Collaborate in a respectful manner Provide prompt, clear, specific, and constructive
feedback Provide specific suggestions to improve performance. Use verbal, non verbal and written communication
effectively Elicit and respond to student feedback Flexible approach and problem solving
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Video “Difficult Feedback”
• Male : Female pairs • Male to give female constructive
feedback scenario1: inappropriate dress. • Other pairs Scenario 2: student with personal odour
problem • All swap over : Scenario 3: practice
feedback regarding in-appropriate behaviour
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Feedback TIMING
Formal/ Summative • ½ way • Final Informal / Formative • Soon • Frequent
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“THE FEEDBACK ENVIRONMENT”
• Establish a climate of trust so that feedback is not seen as criticism
• Private setting, confidential • Create an atmosphere that invites self
assessment • Keep feedback timely
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THE FEEDBACK “ENCOUNTER”
Basic Format 1. Clarify the purpose of the session 2. Students assessment 3. Educators assessment 4. Action plan with deadlines 5. Summary
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The Language of Feedback
• Non judgemental • Relevant and accurate • Based on observation, using examples • Comment on students behaviour or performance
rather than personality. • Don’t overload the student with too much
feedback • If giving negative feedback phrase the
information as a goal rather than criticism • Encourage students to seek & give feedback
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DIFFICULT FEEDBACK
• “SANDWICHING” A critical statement in between 2 positive
statements. • Non judgemental focusing on behaviour not
the person • “I” statements can lessen the chance of
defensive response. • Appropriate to the students level of
development.
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STUDENT SELF ASSESSMENT
• Learners are less likely to be defensive if they self critique first
• Student is encouraged to outline personal goals, progress and where they may need assistance.
• Simple questions facilitate discussion “What are your goals for this term?” “What are
you doing well?”
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TEACHER ASSESSMENT
• Relevant and constructive comments reinforce desirable behaviours, emphasise strengths and correct errors.
• Specific examples should be given where possible.
• Close with a summary and a positive statement
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ACTION PLAN
• Collaboration between educator and the student
• Requires problem clarification • Problem solving to:- • Develop specific strategies
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SESSION SUMMARY
• Optimally the learner provides a brief statement of:-
• What they did well, • What they intend to improve, • How changes will be made, • Timeline for those changes • How progress will be assessed.
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EFFECTIVE FEEDBACK
• +ve outcome • Informal or formal • Verbal &/or written • Prompt & timely • Specific & direct manner • Clear behavioural objectives • Confirm the message by asking the student to
reflect or restate what has been said.
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Video: Professional behaviour/communication
• Without constructive feedback mistakes and undesirable behaviour goes unchecked
• Positive feedback is essential otherwise good performance skills are not reinforced
(Bienstock J.I. et al Am Jol Obstetrics & Gynaecology June 2007)
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Feedback Matrix A collaborative, student focused, discussion
Identifying clear measurable behavioural goals
WHAT WAS DONE WELL? WHAT COULD HAVE BEEN MANAGED BETTER?
CLAR
IFY
TO
INSI
GHT
PL
AN O
F AC
TIO
N
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KEY THEMES Effective constructive feedback requires
1. Collaboration 2. Timely response 3. Safe environment ( privacy + tone) 4. Honesty and accuracy 5. Active listening 6. Active discussion through questioning 7. Mutual problem identification 8. Plan of action 9. Deadline 10. Summary
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“Providing feedback is not just a judgement or evaluation , it is to
provide insight. Without insight into their own strengths and limitations students cannot progress or resolve
their difficulties” Klaber B.
Postgrad. Med J. April 2012 Vol88 No1038
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REFERENCES
• Klaber B. 2012 “Effective feedback: an essential skill.” Post Grad Med J. 88:1038 pp187-188
• McKimm J. 2009 “Giving effective feedback.” British J of Hosp Med., Vol 70: 3 pp158-161.
• Bienstock J.L. et al 2007 “ To the point: medical education reviews- providing feedback.” Am J Obstetrics & Gynecology June; pp508-513.
• Ende J. 1983. “Feedback in clinical medical education.” JAMA 250:pp777-81