Insert grabber Video Giving Effective Feedback Making A Better Sandwich Your Name Here Organization Objectives • • • • Reviewed importance of feedback Defined feedback vs. evaluation Identified barriers to feedback Identified ingredients of effective feedback • Applied effective feedback techniques Activity #1 Feedback reflection • Write down1-2 words that come to mind when you think of feedback • Be prepared to discuss with group 3 minutes Activity #2 Feedback in literature • Read and highlight what you think are: • Reasons feedback is important • Principles of effective feedback • Ways to give better feedback • Be prepared to discuss with group 8 minutes Feedback: Why bother? “The goal of clinical training is expertise in the care of patients. Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved empirically or not at all." -Ende J: Feedback in clinical medical education. JAMA 250(6):777-81, 1983 Johari Window Known to Self Unknown to Self Known to others Self Awareness Open/Free Blind Area (Personal Growth) Area Unknown to others Hidden Unknown Mutual Understanding Area Area Feedback: What is it? Activity #3 Feedback vs. Evaluation • Place descriptive words under Feedback or Evaluation • Be prepared to discuss with group 3 minutes Feedback vs. Evaluation Feedback Immediate Informal Observation Objective Event specific Evaluation Scheduled Formal Observation Objective Global performance Improvement Grading Dialogue Monologue Barriers to Feedback Audience survey Barrier Response Percent Limited Time 75 % Discomfort 70 % Anomaly 21% Someone else 14 % Effective Feedback What are the ingredients? Effective Feedback Audience survey Specific Balanced Timely Positive Constructive Inspire Honest Fixable Problem Not personal Don’t sugar coat Principles of Effective Feedback Specific Objective Modifiable Behaviors Expected Timely Limited Constructive Activity #4 Practice SOME-TLC • In groups of 2, each person pick one scenario • Read and highlight key points you would use when giving feedback 3 minutes Old Feedback Sandwich Positive Negative Positive Not very palatable New Feedback Sandwich Ask Tell / Teach Ask Act Ask Ask learner to assess their own performance • How do you think you did? • What do you think went well? • Did you have any problems? Tell / Teach Tell • I observed... • It seemed as though… • When you do __I feel__... Teach (short pearls) • In my experience…. • Consider… Ask Ask learner to reflect and analyze • What do you think of… my observations? my comments? • What would you do differently? • What can we do to improve? Act • Summarize key points • Demonstrate • Re-assess • Commit to a plan Why Ask-Tell-Ask-Act? TELL ASK ACT Activity #5 Build a new feedback sandwich • Use SOME TLC in activity #4 • Take turns giving feedback using Ask-Tell / Teach-Ask-Act 10 minutes How did it go? OR How did it go? Activity #6 Call to Action • List what you will do in the next month to improve feedback to our students. • Be prepared to share. Objectives • • • • Reviewed importance of feedback Defined feedback vs. evaluation Identified barriers to feedback Identified ingredients of effective feedback • Applied effective feedback techniques Take Home Points • Feedback is essential • Feedback is desired by learners • Effective feedback requires preparation • Give SOME-TLC via Ask-Tell-AskAct Questions? Comments?