Learning Objective

UMMS CRIT Teaching and Leadership: Effective Feedback

Susan J. Pasquale, PhDAssistant Provost Johnson & Wales University

UMMS CRIT 2012 Teaching & Leadership: Effective Feedback

Advancing Geriatrics Education (AGE) A UMMS initiative funded by the Donald W. Reynolds Foundation

By the end of this module, you will be able to:

• Recognize 4 characteristics of giving feedback that facilitate change

Learning Objective



Why Is Feedback Important to the Learner?

• Clarifies goals & expectations• Reinforces good performance• Basis for correcting mistakes (formative)• Reference point for evaluation (summative)• Insight into actual vs. intended performance• Reduces anxiety, insecurity about performance• Demonstrates interest about learner as person• Promotes two-way communication• Provides guidance

Krackov in Dent & Harden, 2009



Constructive Feedback Motivates Behavior Change

If someone is going down the wrong road, he doesn't need motivation to speed him up. What he needs is [feedback] to turn him around.

Jim Rohn



Five common feedback issues

1. Positive reinforcement without constructive criticism

2. Feedback that is too general

3. Feedback on areas unrelated to specific learning goals

4. Constructive criticism but no suggestions for improvement

5. Unaware of ways to facilitate improved feedback



Delivery

• Decide when and where to give it

• Decide how and how much to give

• Give the learner the opportunity to respond to the feedback and to be involved in creating plans for improvement



A two-way dialogue

• Motivate the learner

• Reduce risk

• Define goals

• Identify differences between learner’s achievement and the expected

• Provide direction

• Deconstruct the task to make it more achievable



Effective feedback focuses on conveying information to learners

1. What they do well that they should be doing more of

2. What they are doing that they may not need to do

3. What they aren’t doing that they should consider doing

Alternatively:

• Saw them doing

• Didn’t see them doing

• Want to see them doing



Reflective feedback develops self-assessment & leads to discussion about improvement plans.

1. Ask learner for concerns about performance

2. Provide views on performance of concerns & offer support

3. Ask learner to reflect on what might improve the situation

4. Elaborate on the leaner’s response, correcting for understanding as needed.

Cantillio & Sargeant, BMJ, 2008



10 Characteristics of Constructive Feedback

1. Two-way dialogue

2. Descriptive vs. evaluative

3. Specific vs. general

4. First-hand data

5. Focus on behavior, decisions & actions, not assumed intentions or interpretations



10 Characteristics of Constructive Feedback (cont.)

7. Well-timed and expected

8. Amount of information the receiver can use

9. Teacher and learner working as allies, with common goals

10. Opportunity to respond to the feedback and to be involved in creating plans for improvement

Expanded by William H. Berquest from a list originally brainstormed by George Lehner and Al Wright in 1964. Printed in William H. Berquist and Steven R. Phillips’ A Handbook for Faculty Development. Vol. I (Dansville, NY: The Council for Advancementof Small Colleges, 1975), pp. 224-225.

Ende, J. 1983 JAMA, 250(6), 777-781



Documents

Learning Objective