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Giving effective feedback to students

Giving effective feedback to students

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Giving effective feedback to students

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  1. Giving effective feedback to students Examiner Training Workshop 6th January 2012 Charlotte Lawson and Vicki Dale chlawson@rvc.ac.uk and vdale@rvc.ac.uk Session 10; F2 Council Room

  2. Workshop plan • Introduction (15 minutes) • Written feedback • Task (20 mins) • Discussion (20 mins) • Video (5 mins) • Practical feedback • Task (15 mins) • Discussion (15 mins) • Principles of effective feedback: post-it exercise (20 mins) • Q&A (10 mins)

  3. Introduction:What is feedback? “Feedback is the cornerstone of effective clinical teaching. Without feedback, good practice is not reinforced, poor performance is not corrected, and the path to improvement not identified. Though teachers believe that they give regular and sufficient feedback, often this is not how it is perceived by learners.” (Cantillon and Sargeant, 2008)

  4. How good are we at giving feedback? 1=Strongly Disagree, 2=Mostly Disagree, 3=Neither, 4=Mostly Agree, 5=Strongly Agree

  5. When thinking about feedback, consider … What? Why? How? Where? When? How often? How much?

  6. Some challenges to consider… How can we better manage student expectations? How timely is timely? What do we mean by ‘constructive’ feedback? Can we make more effective use of technology for giving feedback? Should we be grading ‘drafts’ so that students can use feedback towards summative assessments? How should we annotate student exam scripts? …?

  7. Task: Feedback on written assessments…What do you currently do?Formative vs. summative assessments? What works well? What doesn’t work do well?What might you do differently? • What? • Why? • How? • Where? • When? • How often? • How much? Types of assessment you may like to consider: • MCQs • EMQs • RP1, RP2 and project dissertations • Essays in exams…

  8. Written assessments: Discussion • …?

  9. Video • http://www.youtube.com/watch?v=PRIlnUAKwDY

  10. Task: Feedback on practical assessments…What do you currently do?Formative vs. summative assessments? What works well? What doesn’t work do well?What might you do differently? • What? • Why? • How? • Where? • When? • How often? • How much? • You may like to consider: • Day to day laboratory practical supervision • Clinical rotations • ISFs • OSCEs …

  11. Practical assessments: Discussion • …?

  12. Principles of effective feedback • Discuss briefly in your groups (5 minutes) • Write down principles, one per post-it note: • Do (green post-it notes) vs. don’t (pink post-it notes) • Stick your post-it notes to the wall

  13. Principles of effective feedback - results

  14. Guidelines for giving feedback (Ende, 1983) Feedback should … • Be undertaken with the teacher and trainee working as allies, with common goals • Be well-timed and expected • Be based on first-hand data • Be regulated in quantity and limited to behaviours that are remediable • Be phrased in descriptive non-evaluative language • Deal with specific performances, not generalisations • Offer subjective data, labelled as such • Deal with decisions and actions, rather than assumed intentions or interpretations

  15. Q&A • How can we better manage student expectations? • How timely is timely? • What do we mean by ‘constructive’ feedback? • Can we make more effective use of technology for giving feedback? • Should we be grading ‘drafts’ so that students can use feedback towards summative assessments? • How should we annotate student exam scripts? • …?

  16. References and suggested reading Archer, J. C. (2010). "State of the science in health professional education: effective feedback." Medical Education44(1): 101-108. Boehler, M. L., D. A. Rogers, C. J. Schwind, R. Mayforth, J. Quin, R. G. Williams and G. Dunnington (2006). "An investigation of medical student reactions to feedback: a randomised controlled trial." Medical Education40(8): 746-749. Cantillon, P. and J. Sargeant (2008). "Giving feedback in clinical settings." British Medical Journal337(29 November): 1292-1294. Ende, J. (1983) “Feedback in clinical medical education.” Journal of the American Medical Association 250(6): 777-781. Hewson, M. G. and M. L. Little (1998). "Giving feedback in medical education - Verification of recommended techniques." Journal of General Internal Medicine13(2): 111-116.

  17. References and suggested reading Hodder, R. V., R. N. Rivington, L. E. Calcutt and I. R. Hart (1989). "The effectiveness of immediate feedback during the Objective Structured Clinical Examination." Medical Education23(2): 184-188. Smith, K., Rhind, S. and V. McCune (2010) “Feedback – what do veterinary students really think?” http://www.medev.ac.uk/newsletter/article/296/ University of Reading “Improving feedback provision to students” http://www.reading.ac.uk/internal/engageinfeedback/EFB-Home.aspx Van De Ridder, J. M. M., K. M. Stokking, W. C. McGaghie and O. T. J. Ten Cate (2008). "What is feedback in clinical education?" Medical Education42(2): 189-197. Wood, D. F. (2010). Formative Assessment. Understanding Medical Education. T. Swanwick, Wiley-Blackwell: 259-270.