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Learning Objective

Learning Objective. By the end of this module, you will be able to: Recognize 4 characteristics of giving feedback that facilitate 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.

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Learning Objective

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  1. Learning Objective By the end of this module, you will be able to: • Recognize 4 characteristics of giving feedback that facilitate change

  2. 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

  3. Feedback & Evaluation Feedback: provides specific information about previous performance to promote positive and desirable development.1 Reflection: a conscious, deliberate process focusing on understanding events and processes to bring about self-improvement. 2 Evaluation:delivers summative judgments of performance and assures standardsare met for certification and advancement. Based on previously given feedback. Archer, J.C. State of the science in health professional education: effective feedback. Med Educ 2010, 44, 101-108. Mann, K., Gordon, J., McLeod, A. Reflection and reflective practice in health professions education: a systematic review. Adv Health SciEduc 2009; 14: 595-621.

  4. Five common feedback issues • Positive reinforcement without constructive criticism • Feedback that is too general • Feedback on areas unrelated to specific learning goals • Constructive criticism but no suggestions for improvement 5. Unaware of ways to facilitate improved feedback

  5. 10 Characteristics of Constructive Feedback • Two-way dialogue • Descriptive vs. evaluative • Specific vs. general • First-hand data • Focus on behavior, decisions & actions, not assumed intentions or interpretations • Behavior the receiver can do something about

  6. 10 Characteristics of Constructive Feedback (cont.) • Well-timed and expected • Amount of information the receiver can use • Teacher and learner working as allies, with common goals • 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. Feedback in clinical medical education. JAMA, 250(6), 777-781.

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