Providing performance feedback to trainees
Download
1 / 16

Providing Performance Feedback to Trainees - PowerPoint PPT Presentation


  • 284 Views
  • Updated On :

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Providing Performance Feedback to Trainees' - chas


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Providing performance feedback to trainees l.jpg

Providing Performance Feedback to Trainees

Mary M. Moran, MD

Associate Dean for Faculty Affairs

& Professional Development


Providing performance feedback l.jpg
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!


Benefits of effective feedback l.jpg
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


Education without feedback l.jpg
“Education” without Feedback

  • Missed learning opportunities

  • Trainee insecurity about abilities

  • Inaccurate perception of performance

  • Potential for disappointment with final evaluation


Obstacles to effective feedback l.jpg
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


General rules for providing feedback l.jpg
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


Planning the feedback session l.jpg
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


The feedback session l.jpg
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


The feedback session9 l.jpg
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


Mystery medical school evaluation examples l.jpg
Mystery Medical SchoolEvaluation Examples


Evaluate the evaluations l.jpg
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.”


Joan c edwards school of medicine marshall university evaluation examples l.jpg
Joan C. Edwards School of MedicineMarshall UniversityEvaluation Examples


Evaluate the evaluations13 l.jpg
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.


Providing performance feedback14 l.jpg
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.


Providing performance feedback role plays l.jpg
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.


Providing performance feedback role plays16 l.jpg
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.


ad