©2004 community faculty development center feedback and evaluation
TRANSCRIPT
©2004 Community Faculty Development Center
Feedback and Evaluation
feedback or grade
©2004 Community Faculty Development Center
Assessment of whether a learner has achieved the educational outcomes expected.
©2004 Community Faculty Development Center
EvaluationEvaluation
•FormativeFormative
•SummativeSummative
Two Types of EvaluationTwo Types of Evaluation
©2004 Community Faculty Development Center
Formative vs. Summative Formative vs. Summative EvaluationEvaluation
FormativeFormative SummativeSummative
Purpose Improvement Judgement
Timing Throughout End
Evaluator Preceptor and Learning Preceptor
Uses Give feedback GradesIdentify Strengths and Judge competenceweaknessesDevelop plan
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
Sharing the evaluation with the learner
FeedbackFeedback
88% of medical 88% of medical students would like students would like more feedback on more feedback on their clinical skillstheir clinical skills
©2004 Community Faculty Development Center
To insure that the learner improves
while at the same time . . .
Keeping his/her self-respect intact
The Goals of FeedbackThe Goals of Feedback
©2004 Community Faculty Development Center
1. Define the objectives
2. Observe and collect data
3. Decide on the language you use
for giving feedback
4. Develop an action plan
Components of Effective Components of Effective Evaluation and FeedbackEvaluation and Feedback
©2004 Community Faculty Development Center
G - GoalsG - Goals
N - NeedsN - Needs
O - ObjectivesO - ObjectivesM- MethodsM- Methods
E - EvaluationE - Evaluation
©2004 Community Faculty Development Center
What Will We Evaluate?What Will We Evaluate?
Advantage to the Preceptor:Advantage to the Preceptor:
More Effective FeedbackMore Effective Feedback More reliable/valid gradeMore reliable/valid grade
ObjectivesObjectives
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
_ Probably the most valuable source of data is from direct observation of the learner by the teacher
_ As a clinician, one of your strongest skills is observation
Direct ObservationDirect Observation
Know WHAT to look for: both Know WHAT to look for: both Content and ProcessContent and Process
Know HOW to look for it – use a Know HOW to look for it – use a frameworkframework
Use Direct Observation to Use Direct Observation to Collect DataCollect Data
©2004 Community Faculty Development Center
Example: Example: Medical InterviewMedical Interview
GreetingGreeting Eliciting the chief complaintEliciting the chief complaint Record pertinent historyRecord pertinent history Elicit the hidden concernElicit the hidden concern Complete a review of systemsComplete a review of systems
ContentContent
©2004 Community Faculty Development Center
Example: Example: Medical InterviewMedical Interview Introduced selfIntroduced self Asked open ended questions and Asked open ended questions and
focused questions appropriatelyfocused questions appropriately Paraphrases & summarizesParaphrases & summarizes Offers appropriate feelingsOffers appropriate feelings SummarizesSummarizes
ProcessProcess
©2004 Community Faculty Development Center
++ ∆∆
©2004 Community Faculty Development Center
TEACHING OBSERVATION SHEETTEACHING OBSERVATION SHEETTHE PLUS/ DELTA SHEETTHE PLUS/ DELTA SHEET
+ ²(greeting) introduced self
good eye contactdidn’t mention student
(CC) specific questions“How many aspirineach time/each day?”
open-ended questions“Describe...”
interruptedP: “I need to talkabout...”L: “Yes, but when didit start?”
missed associatedsymptoms
(PMH)good paraphrasing“What I hear....”
no summarymissed empathy“can’t afford to besick”
Teaching Observation SheetTeaching Observation Sheet
©2004 Community Faculty Development Center
Know what you are looking for, ie, the Know what you are looking for, ie, the objectivesobjectives
Record positives and questions Record positives and questions What is seen and what is What is seen and what is notnot seen seen Be non-judgmental and aware of your Be non-judgmental and aware of your
biases biases Record specific language when Record specific language when
possiblepossible
Summary of ObservationSummary of Observation
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
Components of Effective Components of Effective Evaluation and FeedbackEvaluation and Feedback
1. Define the objectives
2. Observe and collect data
3. Decide on the language you use
for giving feedback
4. Develop an action plan
feedback
©2004 Community Faculty Development Center