Providing effective feedback in medical education

Dr. Z. Zayapragassarazan,PhD.,

Associate Professor Department of Medical Education

JIPMER Puducherry-605006

zprazan@yahoo.co.in

We all need people who will give us feedback.

That's how we improve.

- Bill Gates

Objectives

At the end of this session the participants shall be able to:

• Define feedback.

• Explain the importance of feedback for learning.

• Understand principles of effective feedback.

• Appreciate different feedback models

How would you define

“feedback”?

A Definition of Feedback

A two-way process in which specific information is exchanged about the comparison between students’ observed performance and a standard, given with the intention to encourage students to improve their performance.

Why is Feedback Important?

● Promotes reflection about one’s learning or performance

● Helps to identify the gaps in learning or performance

● An educational intervention that enhances learning and contributes for the growth of the students and teachers

● Helps to reinforce good performance and reduce repeated performance errors

Types of feedback

Motivational

Goal is to make the learner feel good.

Evaluative

Goal is to measure the student achievement with a score or a grade.

Descriptive

Goal is to improve the learner achievement by telling the learner about their performance against an informed standard and an action plan to move forward in the learning process.

Role play

Group activity

Think of your current teaching context and reflect on:

Group -1: Things to take into account while planning a feedback session

Group - 2 : Things to consider while conducting a feedback session

(‘what’ and ‘how’ of feedback)

Group - 3 : Actions after a feedback session

Group - 4 : Indicators of an effective feedback

Principles of effective feedback

• Communicate goals and objectives for feedback

• Establish a respectful learning environment

• Base feedback on direct observation

• Make feedback timely and a regular occurrence

• Begin the session with the learner’s self-assessment

• Reinforce and correct observed behaviours contd….

Principles of effective feedback

• Use specific, neutral language to focus on performance

• Confirm the learner’s understanding and facilitate acceptance

• Conclude with an action plan

• Reflect on your feedback skills

• Create staff development opportunities

• Make feedback part of Institutional culture

Feedback on written exams and assignments

How?

Collective feedback (written, oral or electronic)

It should:

• be of particular value to re-sit students

• provide general feedback to the students who sat the exam

• serve as a revision tool for the incoming students

Feedback on written exams and assignments

What?

General comments

How many students attempted questions that were generally answered effectively ?

Questions that students struggled with

How examiners use the marking criteria and how many students addressed it?

Specific comments

• What the question was looking for?

• How the question was answered well?

• How the question was answered poorly?

Feedback on laboratory experience

Steps followed (checklist)

Reliability of the work

Work habit and attitude

Safety rules

Etc..

Feedback on presentation skills

•Content

•Organization of content

•Voice

•Presentation

•Post presentation discussion

Models of Feedback

Ask

Tell

Ask

Feedback Sandwich

Pendleton Rules

Feedback - generic model

Things done well

Things to continue

Things to be stopped

Things to be started

Limit the Quantity

Enhancing the feedback seeking behaviour

•Rapport

•Quality of feedback

•Emotions

•Organization climate (work culture)

Reflective activity

Think of your current teaching context and reflect on:

• Who are your learners?

• When and how will you introduce the “culture of feedback” in your discipline?

• Where will you give feedback?

• When and how often will you give feedback?

• How will you create a safe and supportive feedback environment?

• What steps could you implement now to plan more effectively for giving feedback?

Summary

• Feedback is a cornerstone in learning and in teaching clinical competence

• Feedback should be specific, timely, and aimed at next steps to improve further learning and performance.

• Involving the learner and using a structured approach to giving feedback will enhance the quality of learning.

Thanks