Insert grabber Video

Giving Effective FeedbackMaking A Better Sandwich

Your Name HereOrganization

Objectives

• Reviewed importance of feedback

• Defined feedback vs. evaluation

• Identified barriers to feedback

• Identified ingredients of effective feedback

• Applied effective feedback techniques

Activity #1

• Write down1-2 words that come to mind when you think of feedback

• Be prepared to discuss with group

3 minutes

Feedback reflection

Activity #2

• Read and highlight what you think are:

• Reasons feedback is important

• Principles of effective feedback

• Ways to give better feedback

• Be prepared to discuss with group

8 minutes

Feedback in literature

Feedback: Why bother?

“The goal of clinical training is expertise in the care of patients. Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved empirically or not at all."

-Ende J: Feedback in clinical medicaleducation. JAMA 250(6):777-81, 1983

Johari Window

Known to Self Unknown to Self

Known to others

Unknown to others

Open/Free Area(Personal Growth)

Hidden Area

Blind Area

Unknown Area

Feedback

Self Awareness

Mutual Understanding

Feedback: What is it?

Activity #3

• Place descriptive words under Feedback or Evaluation

• Be prepared to discuss with group

3 minutes

Feedback vs. Evaluation

Feedback vs. Evaluation

Feedback Evaluation

Immediate Scheduled

Informal Formal

Observation Observation

Objective Objective

Event specific Global performance

Improvement Grading

Dialogue Monologue

Barriers to Feedback

Audience survey

Barrier Response Percent

Limited Time 75 %

Discomfort 70 %

Anomaly 21%

Someone else 14 %

Effective Feedback

What are the ingredients?

Effective Feedback

Audience survey

Inspire

SpecificPositive

Fixable Problem

Balanced

Don’t sugar coatNot personal

Honest

Constructive

Timely

Principles of Effective Feedback

SpecificObjectiveModifiable BehaviorsExpectedTimelyLimitedConstructive

SOMETLC

Activity #4

• In groups of 2, each person pick one scenario

• Read and highlight key points you would use when giving feedback

3 minutes

Practice SOME-TLC

Old Feedback Sandwich

Positive

Negative

Positive

Not very palatable

New Feedback Sandwich

Ask

Tell / Teach

Ask

Act

Ask

Ask learner to assess their own performance

• How do you think you did?

• What do you think went well?

• Did you have any problems?

Tell / Teach

Tell

• I observed...

• It seemed as though…

• When you do __I feel__...

Teach (short pearls)

• In my experience….

• Consider…

Ask

Ask learner to reflect and analyze

• What do you think of…

my observations?

my comments?

• What would you do differently?

• What can we do to improve?

Act

•Summarize key points

•Demonstrate

•Re-assess

•Commit to a plan

TELLASKASKACT

Why Ask-Tell-Ask-Act?

Activity #5

• Use SOME TLC in activity #4

• Take turns giving feedback using Ask-Tell / Teach-Ask-Act

10 minutes

Build a new feedback sandwich

How did it go?

OR

How did it go?

Activity #6

Call to Action

• List what you will do in the next month to improve feedback to our students.

• Be prepared to share.

Objectives

• Reviewed importance of feedback

• Defined feedback vs. evaluation

• Identified barriers to feedback

• Identified ingredients of effective feedback

• Applied effective feedback techniques

Take Home Points

• Feedback is essential

• Feedback is desired by learners

• Effective feedback requires preparation

• Give SOME-TLC via Ask-Tell-Ask-Act

Questions?

Comments?