Transcript Feedback - Knowledge Bank - Victoria`s Health Workforce

Giving effective
performance feedback
Session objectives
• Identify the uses of feedback
• Explore the methods of providing feedback to
learners
• Explore the general principles of feedback
• Identify two models of giving effective feedback
• Identify two different types of assessment
• Discuss appraisal tools
Your experiences of feedback
• …an example of when feedback
worked well…
• …an example of when feedback did
not work well…
The two extremes…
• “Damaging feedback”
Erosion of confidence – nothing
learnt
• “Vanishing feedback”
Avoiding conflict – message lost
Feedback
The 10 general principles of giving
effective feedback…
(applies to verbal & written)
1. Set the scene
• Place, time, supportive
environment
• Feedback is more effective when it
becomes routine
2. Be explicit
• This is feedback
3. Be descriptive rather than
evaluative
This reduces defensiveness
“…You were really weak in getting
information from that patient…”
VS
“…Did you notice that you avoided eye
contact with the patient as you were
taking that history…”
4. Focus on behavior not
personality
Minimises a defensive response &
allows opportunities for change
“…You weren’t really interested in
getting information from that
patient…”
VS
“…Roughly how many open-ended
questions do you think you asked…”
5. Be specific rather than
general
More likely to result in an
improved performance
“…You’d better improve your skills…”
VS
“…You picked up really well on the
patient’s back pain but you seemed
unsure about how to explore the
problem…”
6. Involve sharing information
rather than giving advice
“…This is everything you need to know
when managing a patient with a drug
overdose…”
VS
“…Would you like to hear about my
first experiences of managing a drug
affected patient…”
7. Be limited to a certain amount of
information rather than
information overload
“…There were a number of
inconsistencies with your
performance?...”
VS
“…If there was one thing you could
change about your interaction,
what would it be?...”
8. Be verified by the recipient
Encourages & checks for insight
“…You were terrific…”
VS
“…How did you feel that situation
went?...”
9. Pay attention to the
consequences of feedback
• Recognise the learners readiness to
receive feedback
• Allow for response & interaction
Be aware of verbal & non-verbal responses
to feedback
• Don’t correct a learner in front of a
patient
• Don’t just focus on the negative
• Choose appropriate language
10. Be honest, meaningful &
objective
Provide relevant & meaningful feedback
Don’t say that was OK’ when it was not
BUT
Don’t be brutal
Questions to ask yourself
prior to giving feedback:
• What should be the frequency &
timing of the feedback
• Is the learner a beginner in this
task?
• What is the context of the learning
situation?
Pendleton method of
feedback
• Ask learner how they felt
• Ask learner what went well & why
• Teacher says what went well & why
• Ask learner what could be done better & how
– Educator may add
• Summarise strengths & up to 3 things to
concentrate on
– May be done by student for verification
Follow up strategies
• Not enough to just give feedback
• Need to work with learner on strategies to achieve
goals/make improvements
• Learner and supervisor have roles in this
Unacceptable behaviour
1.
Check learner is ok before you begin
2.
Use a wake-up warning phrase
3.
Say, very simply what is not right
4.
Provide an example as appropriate
5.
Relax the tone to allow for a positive response
6.
Respond to offer positively
7.
Do not be drawn into discussion on justification
8.
Most of us take criticism better if it is not personal
Supervisor Feedback
• Getting feedback as you as
supervisor also important
– “How can I better support you to
learn?”
• Develops respect
• Enhance learning experience
• Shared understandings
Feedback Activity
Your opportunity to give
feedback…
Assessment
• Formative phase
– Ongoing/occurs throughout
– Informs progress
– help learner improve
• Summative phase
– Specific time
– Judgement of performance + usually
documentation
Appraisal tools
• Usually provided by educational institution
• Determination of competence
• Rating/grade
• Enables constructive criticisms
• Guidance for further development
• Examples of practice
Guidance for providing
constructive comments
• General comments in relation to
student performance should be
supported with examples
“(student) consistently checks
institution policies & procedures
prior to performing procedures”
What questions do you
have?
References
Bondy, K.M. (1983). Criterion – referenced definitions for rating scales in clinical
evaluation. Journal of Nursing Education, (22), 376-381
Ende J.(1983). Feedback in clinical medical education. JAMA, (250),777-781
Gordon, J. (2003). One to one teaching and feedback: ABC of learning and teaching in
medicine. British Medical Journal, 326(7388),543-545.
Pendleton, D., Schofield, T., Tate, P.& Havlock, P. (2004). The New Consultation, Oxford
University.
Silverman, J., Draper, J., & Kurtz, S.M. (1996). The Calgary – Cambridge approach to
communications skills teaching 1: Agenda led outcome based analysis of the
consultation. Education in General Practice, (7), 288-299.
References
Stengelhofen, J. (1993). Feedback. In Teaching students in clinical settings, (pp. 153 –
179) London: Chapman and Hall.
Taras, M. (2006), Do unto others or not: equity in feedback for undergraduates,
Assessment and Evaluation in Higher Education, (31)3, 365-377.
Van der Ridder et al. (2008)
University appraisal tools, Deakin University, Monash University.
Acknowledgement: Kiegaldie. D. (2008). Giving Effective Performance Feedback. Centre
for Medical & Health Sciences Education. Monash University