Giving constructive Feedback Dr Helen Mulcahy Preceptorship education

Giving constructive Feedback Dr Helen Mulcahy Preceptorship education 2019

Giving feedback effectively: Timing n Feedback should occur often. n Make feedback a regular natural part of clinical experience. n Discuss and negotiate with the learner to reach an understanding about when, where, and how often feedback will be given.

Issues to consider n Student n Environment n The content n Existing relationship n Previous history n Discussion or judgement n Plan of action n Future plan

Giving feedback effectively: n Begin by soliciting the learners thoughts n Base feedback on first hand data n Relate feedback to goals and objectives n Focus on specifics not generalisations n Limit the quantity of feedback at one time n Be open and honest n Encourage problem solving

‘Footpath Feedback’ n Ask in general how well ‘it’ went n Ask what they think went well n Tell them what you observed went well n Ask what they think could be improved n Tell them what you think could be improved (not more than 5 points) n Summarise the key learning points

Base feedback on behaviour observed n ‘help people to reach their full potential by catching them doing something right’ (Blanchard and Johnson. The One minute manager) https: //www. youtube. com/watch? v=ZRU 9 ERi-Gt. M https: //www. youtube. com/watch? v=v 3 NLets. LYu 4

What types of problems require immediate feedback n Lack of knowledge n Bad attitude § Student does not want to be there § Student does not want to admit knowledge gap § Inappropriate attitude to patients, colleagues and preceptor.

Dealing with the problem performer n DESC approach n Describe the problem performance – focus on the behaviour. n Explain the impact of the performance n State your expectations –what exactly you expect to change in the future and set a time for review of progress n Communicate consequences – realistic not idle threats.

When to call for help? n As soon as you suspect an irresolvable problem n Academic deficiency n Unprofessional behaviour § Motivation § Absence/ timeliness § Maturity § Communication style