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Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners

Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners. Laura Hanyok, MD Meg Chisolm, MD, Michael Melia, MD, Deepa Rangachari , MD, Bob Siliciano, MD July 26, 2013. Objectives. R eview the key aspects of feedback

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Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners

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  1. Feedback Part 2: Giving Feedback & Developing Individual Learning Plans for Struggling Learners Laura Hanyok, MD Meg Chisolm, MD, Michael Melia, MD, DeepaRangachari, MD, Bob Siliciano, MD July 26, 2013

  2. Objectives • Review the key aspects of feedback • Practice delivering constructive feedback to a learner • Practice developing a plan to improve the learner's performance

  3. Session Timeline • 1:50-2:10p Feedback Overview Pt 2 • 2:15-3:10p Small group skills practice • 3:10p Return to Large group • 3:15-3:30p Wrap-Up

  4. Rationale for Giving Feedback Good Behavior is not reinforced Without feedback, mistakes go uncorrected, good performance is not reinforced, and clinical competence is achieved empirically or, not at all. Mistakes Go Uncorrected • Learner will make assumptions Jack Ende - Feedback in Clinical Medical Education. JAMA 1983;250:777-781.

  5. Where Feedback Occurs • Research Setting • Laboratory Research • Clinical Research • Small Group or Classroom Setting • Clinical Setting • All levels of learners • All clinical areas

  6. Where Feedback Occurs • Research Setting • Laboratory Research • Clinical Research • Small Group or Classroom Setting • Clinical Setting • All levels of learners • All clinical areas Where do you deliver/receive most feedback?

  7. The Feedback Sandwich • Ask • Tell • Ask

  8. Anatomy of a Feedback SessionBienstock, AJOG, 2007

  9. Additional Aspects For Working with Struggling Learners • Feedback as part of a relationship • Ongoing Feedback Process

  10. Feedback happens within the context of a relationshipFrom the JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM • Interpersonal dimensions • Establish trust & safety • Ask • Listen • Use descriptive, non-other’s perspective • Intrapersonal dimensions • Think of yourself as a coach, not a judge • Be aware of your own feelings & assumptions • Be sensitive to and try to understand recipient’s perspective

  11. Feedback happens within the context of a relationshipFrom the JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM • Interpersonal dimensions • Establish trust & safety • Ask • Listen • Use descriptive, non-judgmental language • Intrapersonal dimensions • Think of yourself as a coach, not a judge • Be aware of your own feelings & assumptions • Try to understand recipient’s perspective • After, reflect on the encounter

  12. Feedback happens within the context of a relationshipFrom the JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM • Interpersonal dimensions • Establish trust & safety • Ask • Listen • Use descriptive, non-judgmental language • Intrapersonal dimensions • Think of yourself as a coach, not a judge • Be aware of your own feelings & assumptions • Try to understand recipient’s perspective • After, reflect on the encounter

  13. Feedback As an Ongoing Process • Necessary for learners to grow and to improve • Reinforces itself the more you do it

  14. Preparing the Learner for Ongoing FeedbackFrom the JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM • Determine goals/objectives • Establish rapport • Promote recipient’s elicitation of feedback • Provide ongoing feedback at regularly scheduled intervals • Follow through

  15. Preparing Yourself for a Feedback Encounter With a Struggling LearnerFrom the JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM • Collect & interpret relevant information • Decide goals for meeting & points to address • Anticipate reactions of the learner & of you • Evaluate/decide options if learner doesn’t respond as you wish • Practice saying what you want to say • Inform learner the reason for meeting, encourage them to prepare

  16. A Step-Wise Approach for a Meeting with a Struggling LearnerFrom the JOHNS HOPKINS UNIVERSITY FACULTY DEVELOPMENT PROGRAM Open meeting effectively Acknowledge awkwardness/discomfort State performance issue Elicit/listen to individual’s self-assessment/reactions Learner Acknowledges IssueLearner Doesn’t Acknowledge Issue Define and analyze problem Recognize/control your reactions Problem-solve together Acknowledge learner’s perspective State your perspective Support individual & state expectations Decide upon actions & follow-up Assess learner’s understanding/acceptance Summarize& Document

  17. Small Group Sessions: Practicing Feedback Meeting with a Struggling Learner • Lab/Research • Room 426: Bob Siliciano • Clinical • Room 320: Meg Chisolm • Room 326: Michael Melia • Clinical or Small Group/Classroom • Room 420: DeepaRangachari • Small Group/Classroom • Room 370: Laura Hanyok

  18. Feedback Part 2: Wrap-Up • Thoughts from the Group • What went well? • What was more difficult? • What surprised you?

  19. Feedback Part 2: Wrap-Up Take Away Points • Orient learners to process of feedback • Consider the relationship • Plan/implement FB meeting process

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