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FEEDBACK

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Feedback

“DEFINITION”

“It is an informed, unbiased, constructive, candid, but an objective appraisal of “overall student’s performance” that is aimed at “improving clinical skills” rather than estimating a student’s personal worth.”

Ende J. Feedback in clinical medical educationJAMA 1983; 250: 778-81.

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Feedback

“A GENUINE SKILL”

At the end of presentation the participants should be able to: define feedback enumerate components of feedback describe the main principles of a good feedback

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Feedback What does it do? Helps improve performance Motivates Facilitates change Generates new and better ideas Encourages teacher-trainee dialogue/ communication Facilitates development of metacognition (self

assessment & reflection) Provides high quality info to students about their learning Helps the teacher and student realize where they stand.

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How to Give Feedback

When the other person has indicated a willingness to receive it

Use terms that accurately describes the state of affairs

Be timely

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Feedback: Do’s Do your homework/ be prepared Be constructive Sit next to student and avoid backing or standing over. Mention things that you like Keep track of time Bring out both negatives (Change) and positives

(Shouldn’t change) Be ‘constructive’ Keep objectives in your mind Ask others involved in the system to provide feedback

also

Education planning and evaluation handout. CPSP,.

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Feedback: Dont’s

Compare Be Harsh Discuss one student with another Deviate from the objective Make personal comments Forget that there maybe a response Always be balanced

Education planning and evaluation handout. CPSP.

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SANDWICH TECHNIQUE

It helps the people focus on their weaknesses and lapses without being degraded and humiliated.

Rather it infuses confidence and at the same time it helps one realize his or her shortcomings.

SAY SOMETHING POSITIVE (COMMEND) SAY SOMETHING NEGATIVE IN A POSITVE MANNER SAY SOMETHING POSITIVE (COMMEND)

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‘Sandwich’ Technique

Positive

Positive

Negative

Richardson BK. Feedback. Acad Emerg Med 2004; 11: 1283

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SANDWICH TECHNIQUE

Example Dr XYZ (Trainee) I am impressed with the way you

counseled the patient’s attendants (Positive) Next time try doing it in a quiet and private environment

(Negative) This will further improve your already impressive

counseling abilities. (Positive)

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When is Feedback Productive?

Discover the strengths and weaknesses of the trainees Instruct with a goal in mind during the feedback session. Be a leader and induce confidence. All the people in the system should contribute in

feedback .

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Five steps

What you think you did well? We think you did lot of things well. If you did this again, what will you change? We think you may improve the performance if you did

this…. Summarise the good points, and main suggestions for

improvement

Mackway-Jones K, Walker M (eds). Pocket guide to teaching for medical instructors. London: BMJ books; 1999.

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Some problems! Learners may not want to say what they felt went well. Group may concentrate on the ‘wrongs’ Too many suggestions may only confirm the learner’s

sense of inadequacy May give the wrong impression that only ‘nice’ things are

to be told Some cultural hurdles Overemphasis on positives may undermine appreciation

for attention to the deficiency

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Summary

The primary purpose of feedback is to improve performance

To guide and encourage effective and appropriate learning

Feedback should be specific & balanced Be objective, don’t compare or be personal ‘Five steps’ is an effective method

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END SESSION PRACTICE

Please make 5 groups. Practice feedback on topics given according

to the principles of feedback