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Dennis Baker, Ph. D. |
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Director, Office of Faculty Development |
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OUCOM/CORE |
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Introductions |
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Overview |
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Feedback Situations |
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Areas of Learner Difficulties |
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Definition of Feedback |
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Feedback vs. Evaluation |
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Characteristics of Effective Feedback |
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Feedback Strategies (The ARCH Model) |
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Application of Feedback Strategies |
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Define and state the purpose(s) of feedback. |
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Explain the difference between feedback and
evaluation. |
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State the characteristics of “effective”
feedback. |
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Compare the collaborative approach to feedback
versus the authority oriented approach. |
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Given a feedback situation, apply effective
feedback strategies to explain what you would do. |
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Describe and utilize the ARCH model approach to
feedback. |
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What are
some feedback situations you have recently encountered? |
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How did it go? |
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Situation: |
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A third year medical student is beginning a
clerkship in your office. During
the first week you have noted that the learner takes a much longer time in
evaluating patients than previous students. It is early in the third year and the student has had one
clinical experience in the hospital setting only. You decide to have a formal feedback session with the
student. |
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Question: |
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How would you conduct the session? What are some principles you would
follow in conducting the session? |
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Lack of
Knowledge |
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Psychomotor Skills |
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Lack of
Interpersonal Skills with Patients |
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Personal
Problems |
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Disorganized |
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Information provided to a learner in order to
help him to continue the behavior or to
modify the behavior. |
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Information that assists learners in correcting
their course. |
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Information a learner uses to “improve.” |
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Information a learner uses to help him
accomplish a set of learning objectives. |
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Feedback is information and is “formative” in
nature. |
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Evaluation is a quantification or judgment about
a performance ( e.g. grade of A, rating of 5 on a scale of 1 to 5) |
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What would learners at South Pointe say about
receiving feedback. |
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What are some characteristics of effective
feedback not seen in the following video? |
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Feedback should be: |
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Well timed and expected |
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Based on observation or reliable information |
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Specific, not generalizations |
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Regulated in quantity |
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Phrased in descriptive non-evaluative language |
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Undertaken with the teaching and student working
as allies, with common goals |
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Some characteristics of effective feedback seen
in this video. |
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A = Ask for self-assessment |
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R = Reinforcement |
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C = Correct |
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H = Help by building improvement plan with
learner |
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Situation: |
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A third year medical student is beginning a
clerkship in your office. During
the first week you have noted that the learner takes a much longer time in
evaluating patients than previous students. It is early in the third year and the student has had one
clinical experience in the hospital setting only. You decide to have a formal feedback session with the
student. |
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Question: |
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How would you conduct the session? What are some principles you would
follow in conducting the session? |
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Notes