feedback to colleagues: overcoming barriers and enhancing impact david h. roberts, md associate...

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


Is the conversation different with a trainee versus a colleague?


Unique aspects of giving feedback to colleagues


• Exchange of ideas

• Exploration of best teaching practices

• Discovering new perspectives on teaching


• 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


Extension of a positive impression of a person to the judgment of his/her entire performance


Extension of a negative impression of a person to the judgment of his/her entire performance


Tendency to favor people who are professionally similar to oneself


• 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


www.teachingperspectives.com


• Reflect on what you witnessed about learner engagement, group dynamics, and teaching strategies from your viewpoint

• “Mirror” back concrete examples and quotes

Ray Vella


–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


• 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


• 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


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.


Feedback is emotionally charged and may be perceived as a threat


Next steps: How can the Academy help you?

feedback to colleagues: overcoming barriers and enhancing impact david h. roberts, md associate...

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