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Observation & Feedback

Observation & Feedback. Core Skills for Teaching Faculty Jan Shorey UAMS Teaching Scholars Program American Academy on Physician & Patient. Objectives. Consider our resistance to providing sufficient, effective feedback Describe the components of effective feedback

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Observation & Feedback

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  1. Observation & Feedback Core Skills for Teaching Faculty Jan Shorey UAMS Teaching Scholars Program American Academy on Physician & Patient

  2. Objectives • Consider our resistance to providing sufficient, effective feedback • Describe the components of effective feedback • Examine a practical model for delivering effective feedback • PRACTICE delivering feedback – and get some feedback on our feedback!

  3. Definition of Feedback: Information that flows between two people that has to do with their mutual interactions in the here and now, based on past experiences, and is designed to influence, reinforce, or change behaviors, concepts, or attitudes.

  4. Importance of Feedback: VITAL and TRANSFORMATIVE (if effective) ● influences a professional’s outcomes in terms of acquired knowledge, skills, and attitudes ● enhances relationships ● increases teacher and learner satisfaction

  5. Cultural Bias • Culture of Medicine doesn’t support us – and needs to change • Normative to hear about mistakes • Normative to hear global praise: “good job”

  6. Content • Important • Timely • Specific – based on observations • Pertaining to decisions & actions – not personality

  7. Content, continued • Best if based on stated objectives • Digestible amount of information (3 items – max) • Nonjudgmental & descriptive language • Remember the “system”

  8. Language...matters • Language can create reality • Calibrate our language accurately • “more effective/less effective” rather than “good/bad” • connector words – “but” has no place in a sentence of positive feedback

  9. Process • Planned, negotiated, delivered on schedule (oriented to expect feedback) • Unplanned, spontaneous and situational • Based on first hand observations • Based on second hand observations (the Program Director’s challenge) • Skills of effective feedback delivery are independent of the situation

  10. ● Observation ● Reflection by the teacher ● Planning and preparation by the teacher ● Well-timed (planned or spontaneous) ● Appropriate setting ● Delivered in the context of a relationship ● Invites conversation; bilateral exchange ● Includes summary & follow-up plans Process, continued

  11. Feedback: A Practical Model 1. Prepare ● Is rapport established? ● Is feedback expected? • Provide non-evaluative information ● Ask for recipient’s self-assessment ● Reinforce desirable behaviors ● Focus on specific observed behavior ● Be aware of your own subjective feelings ● Limit to 3 important points, or fewer

  12. 3. Respond to feelings 4. Plan adjustments and performance goals ● Problem solve ● Tutor or self-study 5. Closure ● Ensure comprehension/agreement ● Summarize ● Plan follow-up AAPP – D. Duffy, R. Frankel, P. Williamson Feedback: A Practical Model

  13. ●Core Values ● Time ● Skill as an observer and communicator ● Confidence in your skills ● Practice – from which the confidence grows ● Appreciation helps – from your students, your department, your teaching institution Requirements

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