ObjectivesObjectives

understand the feedback process and its’ understand the feedback process and its’ importance to learningimportance to learning

know factors inhibiting effective feedbackknow factors inhibiting effective feedback know the principles of delivering effective know the principles of delivering effective

feedbackfeedback practice giving constructive feedbackpractice giving constructive feedback exchange ideas regarding feedbackexchange ideas regarding feedback

Why important?Why important?

promote learningpromote learning facilitate improvementfacilitate improvement without feedbackwithout feedback

mistake go uncorrectedmistake go uncorrected good performance not reinforcedgood performance not reinforced clinical competence by trial and errorclinical competence by trial and error student develop sense of uncertainty | arrogantstudent develop sense of uncertainty | arrogant

Why important?Why important?

create positive learning environmentcreate positive learning environment support LLL skillsupport LLL skill

self reflectionself reflection self analysisself analysis

facilitate summative evaluationfacilitate summative evaluation central to effective teaching & teachercentral to effective teaching & teacher learners love it!learners love it!

Why worried?Why worried?

absent of observationabsent of observation absent of feedbackabsent of feedback inconsistencyinconsistency reluctant to give negative feedbackreluctant to give negative feedback giving feedback is a trainable skillgiving feedback is a trainable skill structured feedback is better than traditistructured feedback is better than traditi

onal feedbackonal feedback

Feedback in GeneralFeedback in General

first in rocket engineering, 1940sfirst in rocket engineering, 1940s Feedback is the control of the system by reinsertiFeedback is the control of the system by reinserti

ng into the system the result of its performance.ng into the system the result of its performance. If feedback change the general method and If feedback change the general method and

pattern of the performance for better outcopattern of the performance for better outcome, the whole process can be called me, the whole process can be called ‘‘learnilearningng’’..

Either positive or negative feedback can be constrEither positive or negative feedback can be constructive.uctive.

Pitfalls of Giving FeedbackPitfalls of Giving Feedback

inadequate datainadequate data observation is a mustobservation is a must

unclear expectationunclear expectation shared goal and objectivesshared goal and objectives

equating equating teachingteaching and and discussiondiscussion with feedb with feedbackack

difficulty in talking about weaknessesdifficulty in talking about weaknesses time and timingtime and timing

Uhmm….

Teachers’ MythsTeachers’ Myths

““They know how they are doing.”They know how they are doing.” ““Is this an anomaly?”Is this an anomaly?” ““I don’t have time.”I don’t have time.” ““This is awkward!”This is awkward!”

What to give feedback?What to give feedback?

predominantly Skillpredominantly Skill clinical skillclinical skill

Hx taking, physical examinationHx taking, physical examination decision makingdecision making procedural skillprocedural skill

communication skillcommunication skill to discussion groupto discussion group to patientto patient to medical teamto medical team

No surprise!No surprise! inform them: When? Where? and How?inform them: When? Where? and How?

start with ‘learners’ self-feedbackstart with ‘learners’ self-feedback How did you think…?How did you think…?

timing and timelytiming and timely daily routinedaily routine close to the eventclose to the event

Giving Feedback GuidelineGiving Feedback Guideline

Giving Feedback GuidelineGiving Feedback Guideline

focus on the task / skill / observable behafocus on the task / skill / observable behaviorvior avoid reference to personalityavoid reference to personality avoid reference student intentionavoid reference student intention avoid generalizationavoid generalization avoid terms conveying personal emotionavoid terms conveying personal emotion

refer to behavior that can be changedrefer to behavior that can be changed

non-judgmental terms are non-judgmental terms are most effectivemost effective

action, not interpretationaction, not interpretation descriptive, not evaluativedescriptive, not evaluative subjective data is OK somesubjective data is OK some

timestimes

Giving Feedback GuidelineGiving Feedback Guideline

Avoid judgmental termsAvoid judgmental terms create negative learning clcreate negative learning cl

imateimate alienate the studentalienate the student create an conflicting relaticreate an conflicting relati

onshiponship

Giving Feedback GuidelineGiving Feedback Guideline

ScenarioScenario

Judgmental VS non-judgmentalJudgmental VS non-judgmental

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เลย เธอค�ดว่�า เลย เธอค�ดว่�าคนี่ไข้�ไม่�ใช่�คนี่คนี่ไข้�ไม่�ใช่�คนี่ห็รื�อย�งไงห็รื�อย�งไง!!

be clear and specific be clear and specific avoid generalizationavoid generalization

Giving Feedback GuidelineGiving Feedback Guideline

Vague VS SpecificVague VS Specific

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ไม่�ด�เท่�าไห็รื� ไป ไม่�ด�เท่�าไห็รื� ไปฝึ"ก่ม่าให็�ด�ก่ว่�าฝึ"ก่ม่าให็�ด�ก่ว่�า

นี่�# นี่�# !!

ScenarioScenario

identify an approach toidentify an approach to promote improvement - promote improvement - the action planthe action plan

provide exampleprovide example

Giving Feedback GuidelineGiving Feedback Guideline

Poor FeedbackPoor Feedback

emotionalemotional angeranger defensivenessdefensiveness embarrassmentembarrassment

no improvementno improvement

FAST FeedbackFAST Feedback

F F requentrequent A A ccurateccurate S S pecificpecific T T imelyimely

SequelSequel

train learner to receive and use feedbacktrain learner to receive and use feedback have them summarize feedback and planhave them summarize feedback and plan feedback the feedbackfeedback the feedback peer assessment and peer feedbackpeer assessment and peer feedback

train them how to give feedbacktrain them how to give feedback checklist is OK, but not alwayschecklist is OK, but not always passing the exam unequal getting feedbackpassing the exam unequal getting feedback

IMPROVE by FeedbackIMPROVE by Feedback

II - Identify objectives with the learners - Identify objectives with the learners MM - Make a friendly environment - Make a friendly environment PP - assess Performance - assess Performance RR - Respond to learners’ self assessment - Respond to learners’ self assessment OO - be Objective - be Objective VV - Validate what has been done well - Validate what has been done well EE - Establish a plan to implement change - Establish a plan to implement change