feedback to colleagues: overcoming barriers and enhancing impact david h. roberts, md associate...
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Feedback to Colleagues:Overcoming Barriers and Enhancing Impact
David H. Roberts, MD
Associate Director, Carl J. Shapiro Institute for Education & Research
Associate Director, The Academy at HMS
Associate Professor of Medicine, HMS
A teaching hospital of
Harvard Medical School
Education is at the heart of patient care.
A teaching hospital ofHarvard Medical School
Acknowledgments
• Dr. Roberts would like to thank the Peer Observation Interest Group Co-Chairs, Lori Newman, MEd and Dr. Susan Frankl for their contribution to this educational session
• The slides in this talk are modified from an earlier version by Lori Newman, MEd
A teaching hospital ofHarvard Medical School
Is the conversation different with a trainee versus a colleague?
A teaching hospital ofHarvard Medical School
Unique aspects of giving feedback to colleagues
A teaching hospital ofHarvard Medical School
• Exchange of ideas
• Exploration of best teaching practices
• Discovering new perspectives on teaching
A teaching hospital ofHarvard Medical School
• Establish “learning” rather than “performance” perspective
• Agreed-upon ground rules
• Specificity and concrete examples
• Awareness of biases and observer’s perspective
Cushing, Medical Teacher, 2011
A teaching hospital ofHarvard Medical School
Extension of a positive impression of a person to the judgment of his/her entire performance
A teaching hospital ofHarvard Medical School
Extension of a negative impression of a person to the judgment of his/her entire performance
A teaching hospital ofHarvard Medical School
Tendency to favor people who are professionally similar to oneself
A teaching hospital ofHarvard Medical School
• Beliefs and experiences that underly one’s teaching style
• Exposing observers to their own perspectives and discussing other equally effective perspectives reduces the similar-to-me bias.
Courneya, Teaching and Teacher Education, 2008
A teaching hospital ofHarvard Medical School
www.teachingperspectives.com
A teaching hospital ofHarvard Medical School
• Reflect on what you witnessed about learner engagement, group dynamics, and teaching strategies from your viewpoint
• “Mirror” back concrete examples and quotes
Ray Vella
A teaching hospital ofHarvard Medical School
–Did you notice that the medical student spent most of the time looking at his iPhone?
–He looked disengaged to me. –What are some ways to include the student in
the discussion next time?
Black, CA Cancer J, 2005
A teaching hospital ofHarvard Medical School
• You - statements when praising behavior– “You really know the medical students well!”
• I – statements when suggesting changes to behavior– “At the start of a session, I find it helpful to have
everyone state what they are interested in learning from the discussion.
Vasquez, Linguistics and Education, 2004
A teaching hospital ofHarvard Medical School
• Third-person – statements when suggesting a new approach– “Priscilla uses this very interesting technique when
she teaches the medical students…”• I and we – statements when exploring a dilemma
– “I’m glad that student gave the wrong answer; it’s difficult to know what we’re supposed to do when that happens.”
Lemov, Culture of Practice, 2012
A teaching hospital ofHarvard Medical School
Your colleague’s predominant expectation is to gain a verdict about his/her teaching competence.
Hatzipanagos, Int J of Teach and Learn in Higher Ed, 2006.
A teaching hospital ofHarvard Medical School
Feedback is emotionally charged and may be perceived as a threat
A teaching hospital ofHarvard Medical School
Next steps: How can the Academy help you?
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