Introduction to Evaluation Part Two Giving Effective Feedback

Introduction to Evaluation Part Two: Giving Effective Feedback

Learning Objectives By the end of this session, participants will be able to: • Value their own role in giving feedback • Learn characteristics of effective feedback • Formulate a plan for incorporating feedback into their teaching role • Apply the principles of effective feedback • Employ tools for giving feedback Note: This is part two of a three part series. Part one is an overview of feedback and evaluation and part three covers how to complete an evaluation. 2

What is feedback? “…helpful information or criticism that is given to someone to say what can be done to improve a performance, product, etc. ” -http: //www. merriam-webster. com/dictionary/feedback 3

Recall from Part One: Feedback Reinforcement or correction with explanation Allows learner to make changes to meet goals Informs the learner about him/herself (internal) Informs of the learner of own progress Advises of observed learning needs Guides self-reflection and motivates improvement • Like coaching • • • 4

Feedback vs. Criticism/Compliments Feedback • Specific description of an observed behavior • Meant to change a behavior • Meant to reinforce a behavior Criticism/Compliments • About feelings or opinions • Meant to make a person feel good • Meant to make a person feel bad Example: “That dress is very pretty on you. ” vs. “You’ve dressed very professionally for your presentation today. ” 5

You are uniquely positioned to have impact As attending physicians/supervising clinicians: • You are a longitudinal firsthand observer • You shape a learner’s professional development • “A preceptor can exert significant influence on the student’s maturation from novice toward clinician. Constructive feedback and evaluation carry considerable weight in ensuring clinical competence. ” Ferenchick, G. , Kern, D. E. , Babbott, S. Evaluation and Program Enhancement. Chapter 5 Community-Based Teaching. Pgs. 89 -96. 1997. ACP. 6

Risks of Not Giving Feedback • Robs trainees of valuable time to do better • Missed opportunity for dialogue between teachers and learners • Undesirable/inadequate behavior continues until intolerable- then it’s “too late” 7

Characteristics of Effective Feedback • Focuses on behavior over which the person has control • Describes the behavior • Is given when the person is best able to hear the feedback • Focuses on what, not why • Is intended to help the person perform more effectively and reach goals Mink O. , Owen K. , Mink B. Developing High Performance People, pgs. 177 -178. 8

Characteristics of Effective Feedback • Descriptive rather than evaluative • Specific • Well-timed: optimally, immediately following an observation Whitman, N. Schwenk, T. The Physician as Teacher, 2 nd Ed. Pgs. 73 -76 9

Ease Awkwardness Use the timeline • Day One: Discuss learning objectives • Daily: Give feedback, and note whether the learner incorporates feedback effectively • End: evaluate learner Orientation Feedback Evaluation 10

Tools: Ask - Tell - Ask • ASK - learner to assess own performance • What went well? • How did it go? • TELL - what was observed: diagnosis/feedback • ASK - about recipient’s understanding and strategies for improvement Presented at UNR Med by M. Bar-on created by Lyuba Konapasek, MD Weill Cornell 11

Giving Effective Feedback Using the Same/More/Less Model The goal is to recognize the behaviors and skillsets that deserve recognition and should be encouraged as well as finding methods for positive growth. Same More Less 12

• “Same as” are those traits that you value in the learner and don’t want to lose. • “More of” are the traits that you want to encourage. It may be a newly acquired skill, or the beginning of a behavior, or it may be an area where something is lacking and you want to help the learner find a way of bridging the gap. • “Less of” are traits that may be overused, and things need to return to a more balanced state. – The important thing for everyone involved to remember is what the learner is doing well. It is not supposed to be painful for anyone. Corporate Learning Institute (2016). Giving Effective Feedback Using the Same/More/Less Model. 13

Tools: Quadrant Keep doing this Do more of this Do less of this Don’t do this 14

A Sample Quadrant Keep doing this Do more of this Do less of this Don’t do this “You made great eye contact during the patient interview. I noticed that this built your rapport with the patient very early on, and that they felt listened to throughout the interview. ” “While use of silence can help draw patients out, you had a few too many long pauses and that became uncomfortable. Use this tool more judiciously. ” “You should smile a little more often at appropriate times during the interview. ” “You said ‘um’ and laughed nervously whenever you couldn’t come up with a next question. Try to pay attention during your next interview to avoid doing that. ” 15

Review: Is this good feedback? “You said ‘um’ and laughed nervously whenever you couldn’t come up with the next question. ” • What is good about this feedback? • What is bad about this feedback? 16

References 1. Ferenchick, G. , Kern, D. E. , Babbott, S. Evaluation and Program Enhancement. Chapter 5 Community-Based Teaching. Pgs. 89 -96. 1997. ACP. 2. Mink O. , Owen K. , Mink B. Developing High Performance People (Perseus Books 1993). 3. Whitman, N. Schwenk, T. The Physician as Teacher, 2 nd Ed. (Whitman Associates, 1997). 17

Questions? Contact: Jennifer Hagen, MD Office of Faculty Development jmhagen@med. unr. edu April Heiselt, Ph. D Office for Community Faculty aheiselt@med. unr. edu