on delivering (and receiving) feedback john t. benjamin md the teaching center unc department of...
TRANSCRIPT
![Page 1: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/1.jpg)
On Delivering On Delivering (And Receiving) Feedback(And Receiving) Feedback
John T. Benjamin MD
The Teaching Center
UNC Department of Pediatrics
The Teaching CenterThe Teaching Center
![Page 2: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/2.jpg)
Teaching ThoughtsTeaching Thoughts
• “Teaching is not a lost art, but the regard for it is a lost tradition.” Jacques Barzun
• “Teachers need to be and teach learners how to be stewards for self-directedness.”
John Parboosingh MD
The Teaching Center
![Page 4: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/4.jpg)
Why Give Feedback?Why Give Feedback?
• An essential part of training and of measuring teaching effectiveness.
• Should encourage self-reflection, raise self-awareness; help students plan for future learning and practice keeping self-image intact.
• Can help prevent distress (burnout)
The Teaching Center
![Page 5: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/5.jpg)
Feedback vs. EvaluationFeedback vs. Evaluation
• These two terms are not equivalent.
• Evaluation is what is done at the end of the experience with the learner. Feedback should be happening as go along.
The Teaching Center
![Page 6: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/6.jpg)
2 Types of Feedback2 Types of Feedback
• Formal: scheduled; this is incorporated into the evaluations of learners.
• Informal: daily as relates to specific events: presentations, write-ups, behavior, etc.
The Teaching Center
![Page 7: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/7.jpg)
How often should formal How often should formal feedback occur?feedback occur?
• Learners state that doesn’t happen often
• Teachers state it occurs more often than learners think.
Recommendation:
Always label:
“now you are getting feedback”
The Teaching Center
![Page 8: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/8.jpg)
Barriers to Giving FeedbackBarriers to Giving Feedback
• Our own feelings of inadequacy• Arranging time to do it
• Others?
The Teaching Center
![Page 9: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/9.jpg)
Receiving vs. Giving FeedbackReceiving vs. Giving Feedback
• Do you recognize yourself, your teachers in any of these descriptions?
The Teaching Center
![Page 10: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/10.jpg)
Receiving Feedback: Receiving Feedback: Learner is:Learner is:
• Negative/Closed» Disrespectful, closed, inactive listening,
rationalizing, patronizing, superficial, denies, defensive, attacking
• Positive/Open» Open, responsive, accepting, respectful,
engaged, active listening, thoughtful, interested, sincere.
• Think about feedback you have received and give examples of how you responded in each of these ways
The Teaching Center
![Page 11: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/11.jpg)
Giving Feedback: Giving Feedback: Teacher is:Teacher is:
• Ineffective/Negative Delivery» Vague, insensitive, disrespectful,
judgmental, general, poor timing, impulsive, selfish
• Effective/Positive Delivery» Supportive, direct, sensitive, considerate,
descriptive, specific, good timing, helpful
• Give examples of both that you have experienced
The Teaching Center
![Page 12: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/12.jpg)
How Do We Give Effective How Do We Give Effective Feedback?Feedback?
• Day 1 Expectations of when meet• Do it at the right time and right way• Be supportive and specific• Summarize at end and state when will occur
again
The Teaching Center
![Page 13: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/13.jpg)
Day 1 Clarify ExpectationsDay 1 Clarify Expectations
• “Friday will be feedback day”• Then on Friday, make sure you give each
person feedback or reschedule if you have to. You have made a commitment to do this.
• On day 1, explain why feedback is so important to have done – this motivates learners to do their best.
The Teaching Center
![Page 14: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/14.jpg)
Feedback: Formal Feedback: Formal 5-10 minutes a Week5-10 minutes a Week
• Organized in advance and predictable – not just when things go wrong. Private setting.
• Start by saying: This is our feedback session. • Then ask: “How do you think things are
going?” and then listen carefully.• If no response then: “What things are going
well for you? Not so well?”
The Teaching Center
![Page 15: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/15.jpg)
Criteria for Giving FeedbackCriteria for Giving Feedback
• Given with Care
• Given with Attentive Listening
• Invited by Learner
• Specific
• Fully Expressed
• Objective
• Well-timed
• Directed toward changeable behavior
• Checked and clarified
• Evaluated
The Teaching Center
![Page 16: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/16.jpg)
Do not give feedback when:Do not give feedback when:
• Learner is post-call
• You are tired and/or angry at the learner
• Other responsibilities conflict with the interaction
The Teaching Center
![Page 17: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/17.jpg)
Do not be vague: eg don’t say:Do not be vague: eg don’t say:
• Good Job (doesn’t mean much)• You are doing great (ditto)• You did …….; you said…….; you were
disorganized……you were better at the beginning of the presentation……;
The Teaching Center
![Page 18: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/18.jpg)
Be as specific as you can: do Be as specific as you can: do say:say:
• Overall, I think things are going well, but:» I observed that…..» Could you clarify…. » It seems to me…..» In your presentation, it would have been
helpful if you had…..
• When would you like to meet next for a followup to this meeting?
The Teaching Center
![Page 19: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/19.jpg)
Giving Positive FeedbackGiving Positive Feedback
• Needs to be specific• Shows spontaneity, variety – not the same as
you gave the student before this one.• Rewards specific effort that you noticed• Provides information about competence,
value of accomplishments, progress
The Teaching Center
![Page 20: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/20.jpg)
Unanticipated Consequences of Unanticipated Consequences of Giving Positive FeedbackGiving Positive Feedback
• Often confirms learner’s opinion of themselves.
• You are considered omniscient• You get a good evaluation from the learner.
One faculty member said:
“I am very popular with students – I give
them all honors.”
The Teaching Center
![Page 21: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/21.jpg)
Giving “Constructive” Giving “Constructive” FeedbackFeedback
• If learner comes up with areas to work on:» Develop a plan of action which includes
rechecking with learner in a few days» Must also include areas that are going well
and emphasizing the importance of them.» Ask: “What are you going to change?”» At follow-up session, praise specific
improvement: “this is much better, because..”
The Teaching Center
![Page 22: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/22.jpg)
Unanticipated Consequences of Unanticipated Consequences of “Constructive” Feedback“Constructive” Feedback
• If negative enough, learner will “ding” teacher on teacher evaluation.
• Learner may not say “thank you”• Learner may not really learn much or change
their ways, but some will.• Makes you feel bad – this is not why we went
into teaching• What if learner doesn’t get it?
The Teaching Center
![Page 23: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/23.jpg)
Conclude FeedbackConclude Feedback
• Summarize and give a plan of action if needed.
• If problem, identify specific time to meet again in 3-4 days.
The Teaching Center
![Page 24: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/24.jpg)
Our JobOur Job
• Give feedback that is constructive; learners will consider it either positive or negative, but our goal is to help the learner improve and grow.
The Teaching Center
![Page 25: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/25.jpg)
Video of Giving FeedbackVideo of Giving Feedback
• Show video• Discuss: what did senior person do well?
What did senior person not do well?• What did learner do well?• What did learner not do well?
The Teaching Center
![Page 26: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/26.jpg)
Exercise - Groups of 3:Exercise - Groups of 3:1 learner, 1 teacher, 1 observer1 learner, 1 teacher, 1 observer
• Example 1. Student seems uninterested, gives poor eye contact and messes with palm pilot constantly.
• Example 2: Student shows up late and leaves early. He seems unhappy; has gotten only A’s so far.
The Teaching Center
![Page 27: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/27.jpg)
Exercise #2 – score sheetExercise #2 – score sheet
• Score Sheet: Observer to give feedback to the teacher; learner can add opinion as well.
• If time for a second case, rotate roles.
The Teaching Center
![Page 28: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/28.jpg)
Evaluation: Base on levels of Evaluation: Base on levels of Learning RIME:(Lewis First)Learning RIME:(Lewis First)
• Observer only (F)
• Reporter only (+/- P)
• Interpreter (HP)
• Manager (H)
• Educator: Resident Level
The Teaching Center
![Page 29: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/29.jpg)
Evaluation: Grade as a GroupEvaluation: Grade as a Group
• Issues with Honors/High Pass/Pass
• Combine forces with other attendings to come to group consensus! (example of how not to do it: Teach Attending/generalist).
The Teaching Center
![Page 30: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/30.jpg)
Evaluation: despite Evaluation: despite our best effortsour best efforts
The Teaching Center
![Page 31: On Delivering (And Receiving) Feedback John T. Benjamin MD The Teaching Center UNC Department of Pediatrics The Teaching Center](https://reader036.vdocuments.us/reader036/viewer/2022062720/56649f135503460f94c26f4e/html5/thumbnails/31.jpg)
Summary and ConclusionsSummary and Conclusions
• Feedback should be given on each rotation• Day 1 – set expectations• Always be constructive and positive• Recognize: Not everyone will be ready to
hear what you have to say.
The Teaching Center