Wiki Page, OB/Gyn Residency - ACT: Module 2: Giving Effective Feedback

Wiki Page
2016-07-06T10:05:00-06:00

Learning Objectives:

Through course activities, readings, discussions, and assigned projects learners will be able to:

Identify the purpose of feedback in clinical education.

Revise feedback to include the four characteristics of effective feedback (informative/specific, credible, timely/relevant, and delivered at the appropriate level).

Examine barriers to effective feedback by reflecting on their own practice of providing feedback to learners.

Compare models that can be used to provide effective feedback to develop their own model.

This is Important Because...

Feedback helps medical students improve their skills, but it also prepares them to be reflective of their practice. Competent physicians need to be able to understand their own limitations, which requires skills of self-awareness and reflection that are only developed through feedback from experts. Many students report not receiving enough or regular feedback throughout the clerkship. One cause for this may be that the feedback is too vague and doesn't follow the conventions of effective feedback. This module will help Clinical Educators formulate their feedback in the most effective way for students at all levels.

Some of the Benefits of Giving Effective Feedback Include:

Develop self-reflection/assessment skills – As students learn to seek out, receive, incorporate and provide their own feedback they will be able to incorporate these skills into their practice as physicians.

Improve patient care – Physicians that understand their limitations will be able to recognize when they need help or should ask for a second opinion. Providing students with effective feedback will help students to understand their boundaries and how to ask for help in a professional setting.

How this Module Connect to the Other Modules:

Now that you know how to design a learning encounter (module 1), it is important to learn how to deliver effective feedback so that your instruction can be well received and used by students.

This module focuses on the conventions of effective feedback to equip Clinical Educators with the tools they need to facilitate a successful learning encounter. As you learned in module 1, providing feedback occurs every step throughout the learning encounter. Learning how to provide that feedback effectively will help your instruction to remain with the student beyond the learning encounter.

Giving Effective Feedback Module

Direct any technical questions or concerns to the program manager, Monica.Bailey@ucf.edu.

Click the image below to enter the Giving Effective Feedback module. You will be brought to another page in the course.

Resources for Giving Effective Feedback

The module highlights different aspects of the following articles. Read the articles for further information on how to give effective feedback.

Al-Mously, N., et al. (2014). "Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations." Medical Teacher 36(S1): S17-S23.

Archer, J. C. (2010). "State of the science in health professional education: effective feedback." Medical Education 44(1): 101-108.

Davis, D. A., et al. (2006). "Accuracy of physician self-assessment compared with observed measures of competence: A systematic review." JAMA 296(9): 1094-1102.

Hattie, J. and H. Timperley (2007). "The Power of Feedback." Review of Educational Research 77(1): 81-112.

Murdoch-Eaton, D. and J. Sargeant (2012). "Maturational differences in undergraduate medical students’ perceptions about feedback." Medical Education46(7): 711-721.

Nesbitt, A., et al. (2014). "Written feedback on supervised learning events." The Clinical Teacher 11(4): 279-283.

Shute, V. J. (2008). "Focus on Formative Feedback." Review of Educational Research 78(1):153-189.

Srinivasan, M., et al. (2007). "Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination." Medical Education 41(9): 857-865.

Van De Ridder, J. M. M., et al. (2008). "What is feedback in clinical education?" Medical Education 42(2): 189-197.

*There are several resources and models that are used in clinical education. If you are familiar with resources that are not listed above please share them on the resources discussion board and I will add it for future residents.

Assignments

1. Readings:

Module 2 and associated articles

2. Practice and Application

Module activities must be completed by Wednesday July 20, 2016.

Complete module:

Feedback revision activity: Provided with the characteristics of effective feedback you will revise a common feedback statement to make it more effective.

Feedback simulation: Module participants will be go through a simulation that demonstrate different models/types of feedback. As participants progress through the simulation they will be asked to reflective on the effectiveness of each feedback model.

Complete Feedback form: Provide us with programmatic feedback to improve the module activities and scenarios.

The feedback revision activity and feedback simulation are not graded however they will need to be completed along with the feedback form in order to receive a certificate of completion.