feedback part 2: giving feedback & developing individual learning plans for struggling...
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Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners. Laura Hanyok, MD Meg Chisolm, MD, Michael Melia, MD, Deepa Rangachari , MD, Bob Siliciano, MD July 26, 2013. Objectives. R eview the key aspects of feedback - PowerPoint PPT PresentationTRANSCRIPT
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Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for
Struggling Learners
Laura Hanyok, MD
Meg Chisolm, MD, Michael Melia, MD, Deepa Rangachari, MD, Bob Siliciano, MD
July 26, 2013
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Objectives
• Review the key aspects of feedback• Practice delivering constructive feedback to a
learner• Practice developing a plan to improve the
learner's performance
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Session Timeline
• 1:50-2:10p Feedback Overview Pt 2
• 2:15-3:10p Small group skills practice
• 3:10p Return to Large group
• 3:15-3:30p Wrap-Up
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Rationale for Giving Feedback
Without feedback, mistakes go uncorrected, good performance is not reinforced, and clinical competence is achieved empirically or, not at all.
Jack Ende - Feedback in Clinical Medical Education. JAMA 1983;250:777-781.
Good Behavior is not reinforced
Mistakes GoUncorrected
Learner will make assumptions
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Where Feedback Occurs
• Research Setting– Laboratory Research– Clinical Research
• Small Group or Classroom Setting• Clinical Setting– All levels of learners– All clinical areas
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Where Feedback Occurs
• Research Setting– Laboratory Research– Clinical Research
• Small Group or Classroom Setting• Clinical Setting– All levels of learners– All clinical areas
Where do you deliver/receive most feedback?
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The Feedback Sandwich
• Ask
• Tell
• Ask
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Anatomy of a Feedback SessionBienstock, AJOG, 2007
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Additional Aspects For Working with Struggling Learners
• Feedback as part of a relationship
• Ongoing Feedback Process
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Feedback happens within the context of a relationship
FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM
• Interpersonal dimensions– Establish trust & safety– Ask– Listen– Use descriptive, non-other’s perspective
• Intrapersonal dimensions– Think of yourself as a coach, not a judge– Be aware of your own feelings & assumptions– Be sensitive to and try to understand recipient’s perspective
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Feedback happens within the context of a relationship
FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM
• Interpersonal dimensions– Establish trust & safety– Ask– Listen– Use descriptive, non-judgmental language
• Intrapersonal dimensions– Think of yourself as a coach, not a judge– Be aware of your own feelings & assumptions– Try to understand recipient’s perspective– After, reflect on the encounter
![Page 12: Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners](https://reader036.vdocuments.mx/reader036/viewer/2022062812/568163a6550346895dd4aef9/html5/thumbnails/12.jpg)
Feedback happens within the context of a relationship
FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM
• Interpersonal dimensions– Establish trust & safety– Ask– Listen– Use descriptive, non-judgmental language
• Intrapersonal dimensions– Think of yourself as a coach, not a judge– Be aware of your own feelings & assumptions– Try to understand recipient’s perspective– After, reflect on the encounter
![Page 13: Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners](https://reader036.vdocuments.mx/reader036/viewer/2022062812/568163a6550346895dd4aef9/html5/thumbnails/13.jpg)
Feedback As an Ongoing Process
• Necessary for learners to grow and to improve
• Reinforces itself the more you do it
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Preparing the Learner for Ongoing Feedback
FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM
• Determine goals/objectives • Establish rapport• Promote recipient’s elicitation of feedback• Provide ongoing feedback at regularly
scheduled intervals• Follow through
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Preparing Yourself for a Feedback Encounter With a Struggling Learner
FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM
• Collect & interpret relevant information• Decide goals for meeting & points to address• Anticipate reactions of the learner & of you• Evaluate/decide options if learner doesn’t
respond as you wish• Practice saying what you want to say• Inform learner the reason for meeting,
encourage them to prepare
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A Step-Wise Approach for a Meeting with a Struggling Learner
FROM THE JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM
Open meeting effectively
Acknowledge awkwardness/discomfort
State performance issue
Elicit/listen to individual’s self-assessment/reactions
Learner Acknowledges Issue Learner Doesn’t Acknowledge Issue
Define and analyze problem Recognize/control your reactions
Problem-solve together Acknowledge learner’s perspective State your perspective
Support individual & state expectations
Decide upon actions & follow-up
Assess learner’s understanding/acceptance
Summarize & Document
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Small Group Sessions: Practicing Feedback Meeting with a Struggling Learner
• Lab/Research– Room 426: Bob Siliciano
• Clinical– Room 320: Meg Chisolm – Room 326: Michael Melia
• Clinical or Small Group/Classroom– Room 420: Deepa Rangachari
• Small Group/Classroom– Room 370: Laura Hanyok
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Feedback Part 2: Wrap-Up
• Thoughts from the Group– What went well?– What was more difficult?– What surprised you?
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Feedback Part 2: Wrap-Up
Take Away Points• Orient learners to process of feedback• Consider the relationship• Plan/implement FB meeting process