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Providing Performance Feedback to Trainees

Providing Performance Feedback to Trainees. Mary M. Moran, MD Associate Dean for Faculty Affairs & Professional Development. Providing Performance Feedback. Benefits of effective feedback Obstacles to giving feedback General rules for providing feedback Planning the feedback session

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Providing Performance Feedback to Trainees

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  1. Providing Performance Feedback to Trainees Mary M. Moran, MD Associate Dean for Faculty Affairs & Professional Development

  2. Providing Performance Feedback • Benefits of effective feedback • Obstacles to giving feedback • General rules for providing feedback • Planning the feedback session • Conducting the feedback session • Role plays!

  3. Benefits of Effective Feedback • Helps learners: • Understand teacher’s expectations • Evaluate their own knowledge and skills • Identify strengths and weaknesses • Address deficiencies • Helps teachers: • Evaluate and modify teaching material • Consider your teaching style • Recognize student progress

  4. “Education” without Feedback • Missed learning opportunities • Trainee insecurity about abilities • Inaccurate perception of performance • Potential for disappointment with final evaluation

  5. Obstacles to Effective Feedback • Inadequate knowledge of how to give effective feedback • Concern that the student will not be receptive • Concern that the student will feel bad • Lack of time • Over-nurturing preceptor

  6. General Rules for Providing Feedback • Create an environment conducive to feedback • Set expectations early • Separate the action from the person • Be specific; use examples • Include only feedback that is directly observed or documented • Avoid using a programmed style

  7. Planning the Feedback Session • Have a clear idea of what you will say • Write it down; use the written evaluation as a guidepost • Give feedback at an appropriate time • Use specific and helpful language • Language that is future-based • Language that reflects actual performance

  8. The Feedback Session • Ask the receiver/learner to self-evaluate • Fosters reflection • “Opens doors” for constructive comments • Let learner know what was done well • Reinforces positive behaviors • Let learner know what could be improved • Use specific examples • Use future-based, accurate language

  9. The Feedback Session • Check for understanding • Have a dialogue about what you’ve said • Explore reasons for deficiencies • Develop a plan for improvement • Set date for follow-up • Invite the learner to give you feedback

  10. Mystery Medical SchoolEvaluation Examples

  11. Evaluate the Evaluations • “Intelligent” • “Will be an excellent physician ultimately” • “ “ • “Pleasure to work with” • “Follows up clinical questions with data from the literature” • “Needs improvement in clinical thinking and applying knowledge to practice” • “Needs more initiative in speaking with patients and counseling” • “X was almost casual about his approach to medicine. His initial presentation was inadequate but was corrected when I spoke to him.”

  12. Joan C. Edwards School of MedicineMarshall UniversityEvaluation Examples

  13. Evaluate the Evaluations • 11 evaluators; 5 comments • “Increased comfort with pelvic and pap exams. Improved organizational skills to handle multiple tasks.” • “Actively worked on the outlined elements of the curriculum. Improved organization helped him structure pursuit of knowledge.” • “Was quickly accepted by staff due to his respectful and excellent people skills.” • “Believe that he will progress in leadership and teaching roles as he becomes more confident of his roles.

  14. Providing Performance Feedback • Benefits to learner and teacher are many. • Obstacles to giving feedback can be overcome with planning. • Feedback should be timely, specific, and include language that is future-based. • The feedback session should be planned; don’t go in cold. • The feedback session begins by allowing the learner to self-evaluate. Use examples, check for understanding, and invite feedback of you.

  15. Providing Performance Feedback:Role plays • Divide into groups of 4 • Each person gets a stapled packet • Page 1 – instructions • Your role will change with each case scenario in the order of the pages of the packet you are holding.

  16. Providing Performance Feedback:Role plays • At the end of each interaction, the following will occur: • The preceptor will self-evaluate. • The student will evaluate the preceptor keeping in mind the model presented today. • The observer(s) will evaluate the preceptor. • After the discussion, turn the page and see your role for the next scenario.

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