Providing Effective Feedback Faculty Professional Development Series University of Pennsylvania School of Medicine October 2004

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Providing Effective FeedbackFaculty
Professional Development SeriesUniversity of
Pennsylvania School of MedicineOctober 2004

• Jennifer R. Kogan, M.D.
• Lisa M. Bellini, M.D.
• Department of Medicine

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Workshop Objectives

• Distinguish between evaluation and feedback
• Discuss principles of effective feedback
• Identify barriers to feedback
• Identify strategies to increase feedback and
  improve skills delivering feedback

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• Feedback
• vs.
• Evaluation

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• Feedback
• Conveys information
• Formative
• Current performance
• Neutral
• (verbs nouns)
• Foster learning

• Evaluation
• Conveys judgment
• Summative
• Past performance
• Normative statements
• (adjectives and adverbs)
• Certification

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Benefits of Feedback

• Assist learners to
• evaluate knowledge, practice skills
• define teachers expectations
• identify strengths/weaknesses without academic
  penalty
• remedy deficiencies
• Assist teachers to
• evaluate and modify coursework and teaching
• recognize student progress and achievement

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Clinical Education Without Feedback

• Missed learning opportunities
• Student insecurity about abilities
• Inaccurate perception of performance
• Disappointment and surprise with final
  evaluations

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• Principles of
• Effective Feedback

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Principles of Effective Feedback

• Related to agreed upon goals
• Specific
• Reinforce positive outcomes and behaviors
• Provide guidelines for improvement
• Regulated in quantity, limited to remediable
  behaviors
• First hand, objective information
• Timely
• Descriptive not evaluative language
• Accompanied by explanations
• Include an action plan

Ende J. JAMA. 1983 250 777-781
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• Feedback during clinical rotations appears to be
  a rather intractable problem
• in medical education

Irby DM. Acad Med 1994 69333-42
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• What Are The Barriers To Feedback?

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What Are Barriers to Feedback?

• Time constraints
• Limited information about learner performance
• Absence of standards of competence
• Inadequate knowledge of tenets of effective
  feedback
• Giving constructive feedback
• Concern about undesirable consequences for
  student or teacher

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Structured Approach to Deliver Feedback
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Set the Stage

• Create environment conducive to feedback
• Elicit learners goals beginning of rotation
• Establish expectation of continuous feedback
• Start session by telling learner this is your
  feedback

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Conduct the Feedback Session

• Elicit learners self-assessment
• - what was done well
• - what needs improvement
• Provide feedback positive and negative
• Check for understanding
• Develop action plan/ determine how to monitor
  progress

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Follow-Up

• Meet again
• Ensure action plan developed/in progress

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The Feedback Sandwich
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Feedback Role Plays
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What Tools Can You Implement to Increase Feedback?
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Feedback Toolbox

• Mid rotation feedback forms
• Read/distribute feedback article
• Mini-CEX or encounter cards
• Learners contract
• Prime learners for feedback
• review tenets of feedback at orientation
• prompt students during course
• teach students how to ask for it