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MAXIMIZING TEACHING AND PROVIDING EFFECTIVE FEEDBACK

MAXIMIZING TEACHING AND PROVIDING EFFECTIVE FEEDBACK. PATRICK DUFF, M.D. OVERVIEW. Small group teaching One-on-one teaching Providing feedback. PERSPECTIVE. Parent. Clerkship Director. Assoc Dean for Students. Basic Science and Clinical Teacher. Residency Director.

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MAXIMIZING TEACHING AND PROVIDING EFFECTIVE FEEDBACK

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  1. MAXIMIZING TEACHING AND PROVIDING EFFECTIVE FEEDBACK PATRICK DUFF, M.D.

  2. OVERVIEW • Small group teaching • One-on-one teaching • Providing feedback

  3. PERSPECTIVE Parent Clerkship Director Assoc Dean for Students Basic Science and Clinical Teacher Residency Director

  4. MAXIMIZING TEACHINGKEY PREMISE • Presenting a lecture is the most EFFICIENT way to provide information to a large number of trainees

  5. MAXIMIZING TEACHINGKEY PREMISE • However, most adults learn more EFFECTIVELY in smaller groups or during one-on-one instruction

  6. KEYS TO EFFECTIVE SMALL GROUP TEACHING • Quiet room • Appropriate lighting • Appropriate temperature • Adequate and comfortable seating

  7. KEYS TO EFFECTIVE SMALL GROUP TEACHING • Avoid distractions

  8. KEYS TO EFFECTIVE SMALL GROUP TEACHING • Know the names of all participants • Insist that students prepare beforehand by reading and/or completing written exercises

  9. KEYS TO EFFECTIVE SMALL GROUP TEACHING • Engage everyone • Do not let a single individual dominate the discussion • Present the question to everyone before asking someone to answer

  10. KEYS TO EFFECTIVE SMALL GROUP TEACHING • Provide an overview of the importance of the subject • Tie the discussion to the care of a particular patient • Correct inaccurate answers, but always in a positive way • Try to find some kernel of truth in every response

  11. KEYS TO EFFECTIVE SMALL GROUP TEACHING • Stay within the allotted time period • 30 minutes for a formal lecture • 60 minutes for an interactive seminar • Provide a clear summary of the key points

  12. APPROPRIATE VENUES FOR ONE-ON-ONE TEACHING • Laboratory • Clinic • Operating room

  13. KEYS TO ONE-ON-ONE TEACHING • Recognize that time is limited • Accept that you do not have to teach everything at once

  14. KEYS TO ONE-ON-ONE TEACHING • Make the student commit to a diagnosis • Probe for additional knowledge • Differential diagnosis • Complications resulting from the primary diagnosis

  15. KEYS TO ONE-ON-ONE TEACHING • Have the student identify the most useful laboratory/imaging tests to differentiate between the possible diagnoses

  16. KEYS TO ONE-ON-ONE TEACHING • Ask the student to explain the most appropriate treatment

  17. KEYS TO ONE-ON-ONE TEACHING • Correct obvious errors • Provide a capsule summary

  18. FEEDBACK

  19. FEEDBACK

  20. RECEPTIVENESS TO FEEDBACK • “Honest criticism is hard to take, especially from a relative, friend, acquaintance, or stranger.”

  21. THE NECESSITY FOR FEEDBACK • In the absence of feedback, the student may mistakenly assume that he/she is “doing fine”

  22. CHARACTERISTICS OF EFFECTIVE FEEDBACK • Private • Controlled • Even tempered

  23. CHARACTERISTICS OF EFFECTIVE FEEDBACK • Timely • Consistent • Frequent • Clearly identified • Descriptive, not evaluative

  24. CHARACTERISTICS OF EFFECTIVE FEEDBACK • Specific • Focused on the behavior not the personality

  25. CHARACTERISTICS OF EFFECTIVE FEEDBACK • Does not infer thoughts or feelings • “What you did made me feel bad.” • Avoids personalization • Avoids emotionally-charged words • “Your work has been worthless.” • Avoids inflammatory words

  26. CHARACTERISTICS OF EFFECTIVE FEEDBACK • Combined with praise for positive behavior • The “feedback sandwich” • Avoid false praise

  27. CHARACTERISTICS OF EFFECTIVE FEEDBACK • Provide constructive suggestions for improvement • Provide a clear timeline for re-assessment of performance

  28. CONCLUSIONS • Small group and one-on-one instruction is preferred in most situations • Students must take active responsibility for the educational encounter

  29. CONCLUSIONS • We all learn better when we are fully engaged in an interactive learning process • We all learn better in a supportive environment – keep the learner’s chin “up”

  30. CONCLUSIONS • Feedback is an essential part of the educational process • Feedback must be private, timely, frequent, and constructive

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