Feedback QHPE 601 PDF

Feedback QHPE 601 Evidence-based Teaching and Learning Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr Ahsan Sethi Dr Daniel Rainkie 2 Learning Objectives By the end of thi...

Feedback QHPE 601 Evidence-based Teaching and Learning Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr Ahsan Sethi Dr Daniel Rainkie 2 Learning Objectives By the end of this session the learner will be able to: Apply key principles of effective feedback Provide practical guidance on how to give and receive feedback (Pendleton rules, sandwich model, etc.) Reflect on the role of feedback in the learning process Identify barriers and facilitators to failure to fail 3 What is Feedback? Feedback is the process of sharing observations, concerns and suggestions with another person. It helps the student understand more about the learning goal along with ways to bridge the gap between their current status and the desired status. Feedback also encourages self-assessment and internal regulation 4 Absence of Feedback Students will have nothing to gain Students will think that everything is ok Students will think that they are the best False assessment of their abilities Poor patient outcomes 5 Johari Window It is a technique that helps people better understand their relationship with themselves and others Unknown to FEEDBACK Known to Self Self but Known and Others to Others Known to Self Unknown to but Unknown Self and to Others Others 6 Types of Feedback 1. Positive feedback – encourages students and motivates for additional achievement 2. Negative feedback – may encourage students to perform better or may feel they are being punished and give up 3. No feedback – more harmful than negative feedback Bad performance - repetition of bad behavior Good performance – loss of motivation to continue 7 Who gives Feedback? Tutors/Supervisors Peers/Colleagues Clinicians/Nurses Seniors/Juniors Learners Patients And many others… Anyone who makes a valid observation of the performance 8 The do’s, don’ts and don’t knows of direct observation of clinical skills in Medical Education 9 The do’s, don’ts and don’t knows of feedback for Clinical Education 10 The do’s, don’ts and don’t knows of feedback for Clinical Education (Cont. 1) 11 The do’s, don’ts and don’t knows of feedback for Clinical Education (Cont. 2) 12 The do’s, don’ts and don’t knows of feedback for Clinical Education (Cont. 3) 13 Frameworks for providing Feedback These frameworks are covered in the session: Feedback sandwich Pendleton’s Rules Four Parts of Speech tool Other frameworks include: ALOBA SCOPME model Chicago Model 14 Feedback Sandwich Praise Identify what was good and why Areas for Development Identify what was wrong or poor and suggest how the work might be improved. Be specific and offer examples Positive Encouragement Emphasise progress (be truthful) and invite discussion (dialogue) 15 Pendleton’s Rules 1. The learner states what was done well 2. The observer(s) state what was done well 3. The learner states what could be improved 4. The observer(s) state how it could be improved. 5. An action plan for improvement is made 16 Four Parts of Speech Framing Goal is to minimize tension students experience when being give unexpected/surprise feedback. Prepare the student for the conversation before giving feedback. Give an explicit purpose for the present conversation and when the feedback will occur (i.e. do not surprise the student). Inform the student whether the conversation is formative or summative. Advocating Beneficial when there are concerns about the student’s particular method of performing a task, their overall performance, or behaviour suggestions Use an “I” statement to take ownership of the perception or concern Avoid sounding accusatory Illustrating Use direct observations Focus on a limited number of key issues Provide clear descriptions about a missing step or task Inquiring Encourage student self-reflection of what was done well, what needs improving, and a specific plan of how they will improve Ask clarifying questions Paraphrase and repeat back a plan 17 Giving Feedback Example Watch these two videos to understand about the wrong and appropriate way of giving feedback. Wrong way of giving feedback https://www.youtube.com/watch?v=zSVJCCOCOxc Appropriate way to deliver feedback https://www.youtube.com/watch?v=pm4Go9FKv8Y 18 Receiving Feedback Listen Carefully Don’t interrupt Ask questions for clarity Request specific examples Give the feedback serious thought Decide whether its appropriate to change your behaviour Tell the individual what they could do to help you change 19 Failure to Fail Providing inappropriate feedback in a program of assessment 20 References Brown N, Cooke L. Giving effective feedback to psychiatric trainees. Advances in Psychiatric Treatment. Cambridge University Press; 2009;15(2):123–8. Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ. 2008 \ 10;337:a1961. doi: 10.1136/bmj.a1961 Wong, G., Yeung, J., & Gillingham, E. (2021). Effective Precepting : A guide to getting started as a pharmacy practice educator [Online]. doi: http://dx.doi.org/10.14288/1.0396732 Javed B. Preceptor survival skill: “Providing feedback.” Preceptor development session, College of Pharmacy. Qatar University, Doha, Qatar. November 18, 2012. Available online at: https://www.qu.edu.qa/pharmacy/departments/programs/doctor-of-pharmacy/internship-resources Lefroy J, Watling C, Teunissen PW, Brand P. Guidelines: the do's, don'ts and don't knows of feedback for clinical education. Perspect Med Educ. 2015;4(6):284-99. doi: 10.1007/s40037-015-0231-7 Kogan JR, Hatala R, Hauer KE, Holmboe E. Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education. Perspect Med Educ. 2017;6(5):286-305. doi: 10.1007/s40037-017-0376- 7. Molloy E, Ajjawi R, Bearman M, Noble C, Rudland J, Ryan A. Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Med Educ. 2020;54(1):33-39. doi: 10.1111/medu.13802. Mak-van der Vossen M. 'Failure to fail': the teacher's dilemma revisited. Med Educ. 2019;53(2):108-110. doi: 10.1111/medu.13772 Yepes-Rios M, Dudek N, Duboyce R, Curtis J, Allard RJ, Varpio L. The failure to fail underperforming trainees in health professions education: A BEME systematic review: BEME Guide No. 42. Med Teach. 2016;38(11):1092-1099. doi: 10.1080/0142159X.2016.1215414. 21