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When the news is not so good: Providing effective feedback for low performance of students

When the news is not so good: Providing effective feedback for low performance of students. Jerry K. Burik, MHS, OTR/L Assistant Professor & Academic Fieldwork Coordinator Occupational Therapy Educational Program Medical University of South Carolina College of Health Professions. Objectives.

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When the news is not so good: Providing effective feedback for low performance of students

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  1. When the news is not so good:Providing effective feedback for low performance of students Jerry K. Burik, MHS, OTR/L Assistant Professor & Academic Fieldwork Coordinator Occupational Therapy Educational Program Medical University of South Carolina College of Health Professions

  2. Objectives • Discuss the impact of the evaluation process on professional growth • Differentiate between supervision and supervisory process • Identify common barriers to providing feedback • Utilize guidelines for providing instructive feedback

  3. Continuous evaluation is essential for professional growth: Assumptions • Protecting the public • Certifying/documenting that learners have satisfied the requirements of the academic program • Integrity of the academic program is directly related to the evaluation process

  4. Didactic & clinical activities are equally important components of the academic program • Each & every day is considered equally important in the evaluation process • Knowledge, skills, & professional behavior are equally important components of performance

  5. Supervision defined • “to direct and inspect the performance of work or workers” • “to manage, control, or oversee”

  6. Supervisory process in professional practice • Shared, reciprocal exchanges in which the supervisory participants (those involved in the working relationship) become interdependent • Effective supervisory process requires that participants share information by giving & receiving feedback

  7. Barriers to providing effective feedback: Why do we avoid? • It’s too uncomfortable, I want to be liked • Belief that with additional time & opportunities for practice, sub-standard performance will resolve itself • Fear of repercussions • Lack of confidence in providing & receiving feedback

  8. Providing Instructive feedback • Base comments on direct observation • Provide feedback immediately after performance in an appropriate context • Emphasize specific behaviors, skills, or words

  9. “Connect the dots” between what was observed & what is expected (goals, objectives) • Provide instructions to correct errors • Limit amount of information given • Assess for comprehension/understanding • Facilitate a process of self evaluation through follow up assessment

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