Giving Feedback

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Giving Feedback

• Dr. T.A. Gray
• Director of Examinations and Assessment

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What is Feedback
noun 1 information given in response to a
product, performance etc., used as a basis for
improvement. 2 the modification or control of a
process or system by its results or effects. 3
the return of a fraction of the output of an
amplifier, microphone, or other device to the
input, causing distortion or a whistling sound.
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Psychologists view of feedback
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Giving feedback why?

• Feedback is one of the most important ways in
  which we learn
• So feedback is one of the most important aspects
  of teaching and relatively neglected in medical
  education
• Feedback is an essential component of workplace
  based assessment which is intended to be
  formative
• It is emphasised quite rightly by PMETB

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Giving feedback

• Why is feedback so powerful?
• It connects with feelings and goes to the core of
  our being
• When did you last get some good feedback how
  did you feel afterwards?
• Do you remember how you felt when someone was
  really critical of your performance?

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Giving feedback - skills

• The norm in medical education has been
  destructive feedback (Sir Lancelot Spratt)
• Praising is easy, makes people feel better but
  needs to be constructive That was OK but is
  not positive!
• Skill requires
• detailed evaluation
• active listening
• constructive criticism

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Feedback skills - active listening

• Non-verbal behaviour
• Focus on speakers experience of activity
• Acceptance (dont dismiss ideas)
• Empathy relate to their feelings
• Probing need to get to what is behind what is
  said
• Check and summarise
• Advise e.g. alternatives

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Feedback skills - Constructive criticism

• Let the appraisee speak first
• Begin with the good points
• Plan a solution for each problem
• Be sensitive to person
• Show interest use your experience to coach and
  counsel not score points
• Be constructive and encourage appraisee to
  participate in finding solution

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Feedback skills - Constructive criticism

• Deal with one point at a time
• Criticise the act (deal with facts) not the
  individual
• Do not hyperbolise
• Dont joke it can be taken the wrong way
• Dont compare with other people
• Be productive, the aim is to improve performance

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A simple framework for feedback

• Acknowledges role of feelings
• Starts with description before moving on to
  evaluation and action planning
• Person receiving feedback has opportunity to
  speak first at each stage
• Positive aspects are considered before negative
  ones
• Plans are made for future action and support
  offered

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Giving feedback a simple checklist

• Feelings what feelings does the learner have
  (how do you feel it went?)
• Description facts, facts, facts!
• Positive evaluation what went well?
• Negative evaluation what didnt go so well
  (went wrong!)
• Action planning and support
• Feedback on the feedback
• Loose ends anything left hanging in the air?