providing effective feedback in medical education
TRANSCRIPT
Providing effective feedback in medical education
Dr. Z. Zayapragassarazan,PhD.,
Associate Professor Department of Medical Education
JIPMER Puducherry-605006
We all need people who will give us feedback.
That's how we improve.
- Bill Gates
Objectives
At the end of this session the participants shall be able to:
• Define feedback.
• Explain the importance of feedback for learning.
• Understand principles of effective feedback.
• Appreciate different feedback models
How would you define
“feedback”?
A Definition of Feedback
A two-way process in which specific information is exchanged about the comparison between students’ observed performance and a standard, given with the intention to encourage students to improve their performance.
Why is Feedback Important?
● Promotes reflection about one’s learning or performance
● Helps to identify the gaps in learning or performance
● An educational intervention that enhances learning and contributes for the growth of the students and teachers
● Helps to reinforce good performance and reduce repeated performance errors
Types of feedback
Motivational
Goal is to make the learner feel good.
Evaluative
Goal is to measure the student achievement with a score or a grade.
Descriptive
Goal is to improve the learner achievement by telling the learner about their performance against an informed standard and an action plan to move forward in the learning process.
Role play
Group activity
Think of your current teaching context and reflect on:
Group -1: Things to take into account while planning a feedback session
Group - 2 : Things to consider while conducting a feedback session
(‘what’ and ‘how’ of feedback)
Group - 3 : Actions after a feedback session
Group - 4 : Indicators of an effective feedback
Principles of effective feedback
• Communicate goals and objectives for feedback
• Establish a respectful learning environment
• Base feedback on direct observation
• Make feedback timely and a regular occurrence
• Begin the session with the learner’s self-assessment
• Reinforce and correct observed behaviours contd….
Principles of effective feedback
• Use specific, neutral language to focus on performance
• Confirm the learner’s understanding and facilitate acceptance
• Conclude with an action plan
• Reflect on your feedback skills
• Create staff development opportunities
• Make feedback part of Institutional culture
Feedback on written exams and assignments
How?
Collective feedback (written, oral or electronic)
It should:
• be of particular value to re-sit students
• provide general feedback to the students who sat the exam
• serve as a revision tool for the incoming students
Feedback on written exams and assignments
What?
General comments
How many students attempted questions that were generally answered effectively ?
Questions that students struggled with
How examiners use the marking criteria and how many students addressed it?
Specific comments
• What the question was looking for?
• How the question was answered well?
• How the question was answered poorly?
Feedback on laboratory experience
Steps followed (checklist)
Reliability of the work
Work habit and attitude
Safety rules
Etc..
Feedback on presentation skills
•Content
•Organization of content
•Voice
•Presentation
•Post presentation discussion
Models of Feedback
Ask
Tell
Ask
Feedback Sandwich
Pendleton Rules
Feedback - generic model
Things done well
Things to continue
Things to be stopped
Things to be started
Limit the Quantity
Enhancing the feedback seeking behaviour
•Rapport
•Quality of feedback
•Emotions
•Organization climate (work culture)
Reflective activity
Think of your current teaching context and reflect on:
• Who are your learners?
• When and how will you introduce the “culture of feedback” in your discipline?
• Where will you give feedback?
• When and how often will you give feedback?
• How will you create a safe and supportive feedback environment?
• What steps could you implement now to plan more effectively for giving feedback?
Summary
• Feedback is a cornerstone in learning and in teaching clinical competence
• Feedback should be specific, timely, and aimed at next steps to improve further learning and performance.
• Involving the learner and using a structured approach to giving feedback will enhance the quality of learning.
Thanks