EVALUATIONS & FEEDBACK

Presented By: The COM Office of Assessment and Evaluation

Chanita Hughes Halbert, PhD and Michele Friesinger, MA, CHES

PRESENTATION OBJECTIVES

Identify best practices for how to give and interpret constructive feedback

 Understand how to pull and interpret evaluation data

Apply how to use constructive feedback to make improvements on your own work 

OFFICE OF ASSESSMENT & EVALUATION

MissionProviding the College of Medicine with effective and accurate

assessment of student learning and medical education curriculum evaluation. A variety of formative and summative

measures in the curriculum are evaluated by selected groups of medical students, faculty members, and content experts in the four domains of knowledge, skills, behaviors and attitudes. In

addition, the professionals in the Office of Assessment and Evaluation are committed to providing excellent training, data

analysis expertise and responsive customer service to all stakeholders.

CONSTRUCTIVE FEEDBACKPowerful toolKnow the criteria which performance is measured Examples: E*Value data, learning objectives, career goals, etc.

Combination of positive and negative feedback Give ideas for improvementWays to use it

Inform other faculty about performanceEducate students on their strengths and weaknesses

Improve the curriculum

POOR OR NO FEEDBACK Cause Uncorrected MistakesStrengths of curriculum not being reinforcedLower potential to facilitate educational competencyLead to anger, defensiveness, or embarrassmentBody language is ineffective feedbackAvoidance is not an excuse

HOW TO GIVE CONSTRUCTIVE FEEDBACK

Provide guidance on strengths AND weaknesses WHY performance is strong or needs improvementPRAISE for doing wellProvide INFORMATIONNonjudgmental

GUIDELINES FOR CONSTRUCTIVE FEEDBACK

Based on First Hand information or Direct Observation

Descriptive, detailed, and using constructive language

Use specific issues not generalizations

Well-timed

Concentrate on remediable behaviors

Focus on activities, not individuals

FEEDBACK SANDWICHWhat was done right?

What was done wrong?

Possible ways to implement improvements

QUESTIONS TO ELICIT FEEDBACK

How do you think things are going?

How do you think the activity went?

What aspects do you think were successful?

What aspects need improvement?

Why the need for improvement?

E*VALUEMUSC’s preferred health professional education management system since 2005. College of Medicine UME sends out over 55,000+ student, faculty, and course evaluations every academic year.

www.evalue.musc.edu Log in with Net ID and Password Choose the program the evaluations are regarding, click continue to login

USING E*VALUE FOR FEEDBACK

1. Completing evaluations and feedback online (giving)

Students (Small groups, advisors, Clinical Performance Evaluations)

Peers (Peer Faculty Review)

On the Fly evaluations (Praise or Concern Cards)

USING E*VALUE FOR FEEDBACK (CONTINUED)

2. Looking at evaluations completed about your teaching (receiving)

Lecture evaluations, Clinical educators, small group preceptors, advisors

Dean’s office, Associate Deans, and Chairs review this data yearly.

TRICKS TO E*VALUE Tool Bars

Browser Back Button

How to save a favorite in E*ValueGo to the page you would like to save as a favorite (For example About Trainees Filter page)

Click on the down arrow next to the Yellow Star My E*Value button on the left hand tool bar

Click Add to My E*ValueThis will add this page as a favorite on the left hand tool bar.

HOW TO COMPLETE AN EVALUATION

Email Link or: Make sure you are in the program you are wanting to viewClick on the Evaluations icon on the top of the screenClick on To Be Completed underneath the iconsThis will list all the evaluations you have to complete. Scroll down to the bottom of the screen to find the correct line with the evaluation you are looking for and click on the box next to the word “open”. Now click submit

This will bring you to the evaluation that you need to complete.

Once you have entered all the data please hit the submit button at the bottom of this evaluation.

ON THE FLY EVALUATIONSHow to complete an On-the-Fly EvaluationClick on your program the evaluation is administered inClick on the Evaluations icon on the top of the screenClick on On-the-Fly underneath the iconsChoose an evaluation from “Select an evaluation type” from the drop down menu.

Choose the name of “who you would like to evaluate” Choose the Activity and Time Frame in which this praise or concern occurred.

Click NextThe evaluation will then be generated, please complete and submit.

HOW TO SEE FEEDBACK YOU HAVE GIVEN

Instructors to see the evaluations they completed:Click on the Evaluations IconClick on Educator Reports on the submenu below the iconsClick on Submitted by Me under Completed Evaluations & Compliance

Click on the hyperlinked (underlined) evaluation you would like to view.

HOW TO VIEW YOUR OWN FEEDBACK

Click on the Evaluations IconClick on Educator Reports on the submenu below the iconsClick on My Performance under Performance Overview  From this page you can change the time period of what data you would like to see (i.e.1 year, 6 months)

You then can click on each blue activity hyperlink to see this data individually. Make sure if you do this on the data page click the Expanded View link at the top of the page.

Or scroll to the bottom and click the link that says All Activities for the last 12 months.

APPLY FEEDBACK TO YOUR OWN WORK

Look at both data and comments Comments can interpret the data

Consider both strengths and weakness when making changes, not just weaknesses

Peer Review changes and comments

REFERENCES Brodsky D, Doherty EG. Providing Effective Feedback, NeoReviews, 2010;11(3) e117. [

Article Link] Ende J. Feedback in clinical medical education. JAMA 1983; 250: 777-781. [Abstract Link]

Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med 1995; 70: 898-931.

Milan FB, Parish SJ, Reichgott, MJ. A Model for Educational Feedback Based on Clinical Communication Skills Strategies: Beyond the "Feedback Sandwich", Teaching and Learning

in Medicine, 200618:1, pages 42-47. DOI: 10.1207/s15328015tlm1801_9.