The Community Physician’s Role in Medical Student Education
Providing
Feedback and Evaluation
A preceptor development module provided by the
Office of Regional Medical Education
University of Texas Medical Branch
School of Medicine
The University of Texas Medical Branch at Galveston (UTMB) is accredited by
the Accreditation Council for Continuing Medical Education to provide
continuing medical education to physicians.
The University of Texas Medical Branch at Galveston designates this
educational activity for a maximum of two (2) AMA PRA Category 1 CreditsTM.
Physicians should only claim credit commensurate with extent of their
participation in the activity.
Estimated Study Time: 2 hours
Medium Used: CD and web-based access
Version 1.5
Original Release Date September 1, 2007
Expiration Date September 1, 2010
Click on this
button to
advance to
the next
slide.
Speaker
Ms. Hentschel is a Senior Medical Educator for the Office Regional Medical
Education at the UTMB School of Medicine.
As the Chair of the Community Faculty
Development Coordinating Committee, she is
responsible for providing the tools community
preceptors can use to excel in their roles as
medical educators. Also, she coordinates
medical training opportunities at off-campus
locations; including pre-clinical preceptorships
and Year 3-4 electives.
In accordance with the Accreditation Council for Continuing
Medical Education (ACCME) standards and the policy of the
University of Texas Medical Branch at Galveston, presenters
are asked to indicate if they have any relationship which, in
the context of their presentation, could be perceived as a real
or apparent conflict of interest, (for example, ownership of
stock, honoraria, or consulting fees). Any such relationship will
be disclosed to the audience and consideration will be given to
possible influences of their presentations. Ms. Pamela
Hentschel has no relevant financial relationships with any
commercial interest to the provider (UTMB).
Objectives

Distinguish differences between “feedback” and
“evaluation”

Identify the need for feedback and use various
approaches that will be effective based on your student’s
needs

Discern your role as mentor and one who makes
judgments about a student’s clinical competence

Recognize grading criteria defined by the UTMB
curriculum.
Feedback vs. Evaluation
Feedback – Information provided
about current performance that can
be used by the student to improve
in the future.

Evaluation – Judgment made
about the competence of a student’s
performance.

“How can I best provide this student guidance so that he or she
meets the expected course goals and demonstrates his or her best
performance?”
Verbal Feedback
Techniques & Issues

When should you give feedback?
 Request self-assessment.
 Be aware of the “confrontation avoidance” trap.
 Provide students with opportunities for remediation.
Verbal Feedback
This short video clip demonstrates clear
feedback provided in a respectful manner.
7 Steps in Providing Feedback Effectively
1
Meet
regularly
with your
student
2
Talk in a
quiet
setting
3
Ask the
student to
selfassess
7
Finish with
an Action
Plan
6
Consider,
‘How can I
best guide
this
student?’
5
Discuss
positives &
negatives
4
Make the
feedback
brief
Tips Regarding Effective Feedback
Effective feedback is…
S
SPECIFIC
Avoid statements applicable to all students
Avoid unreferenced comparisons
O OBSERVATIONAL
Avoid drawing excessive conclusions
Avoid introducing your personal feelings
R RELEVANT
Avoid emphasizing issues outside of the student’s control
Avoid statements not related to evaluation categories
T TIMELY
Late feedback compromises
Ability to recall meaningful details accurately
Credibility of critical comments
Opportunity for student to change before the end of the rotation
Evaluation
Know performance expectations for the
course
 Be prepared
 Focus on facts, not opinions

Formative & Summative Evaluation
Feedback
Usually informal
Given continuously
throughout a
learning
experience
Used to promote
steady growth and
progress toward a
goal over time
Formative
Evaluation
Formal or informal
Provided mid-way
through the course to
clearly advise the student
about status of strengths
and weaknesses
Used so that the student
is not surprised by
information provided
during summative
evaluation.
Summative
Evaluation
Formal
Given at the end of
a designated period
of instruction
Often used for
grading and
comparing students'
performances
Evaluation
The Preceptor’s Role
Year 3 Clerkship
Evaluation of Clinical Performance
Example: Sample Evaluation Form
 Evaluation items customized to discipline
 Comments often required for “Honors” or
“Failure” ratings
 Consistent rating scale
 Dean’s Letter comments vs. those only for
the grading committee to view

Avoiding Evaluation Pitfalls
Sometimes the evaluation scenario is fraught with
complications. . . .





It’s time to evaluate Sam
Unfortunately neither you nor the student planned for it in advance.
Sam was pleasant but had some problems
You hastily decide to give him a “High Pass” grade.
You meet with Sam but he is unhappy with your evaluation.
Examples of Evaluation Pitfalls

The “Halo Effect” – Look beyond the surface and consider
knowledge, skills, and attitude.

“Oops” – Take daily notes about your student’s performance
(positive and negative).

“You never told me that!” – Discuss expectations and your
criteria for evaluation early-on.

“But I needed Honors!” – Talk to the student about his/her goals
and be sure they fit in your clinic setting.

To pass or not to pass – If your student is demonstrating
marginal performance, contact the course director for guidance
ASAP.

The “Lake Wobegon” Effect – More harm than good is done if
ALL students receive “Honors”.
Written Evaluations
Here are some examples of written evaluations that
are helpful and not-so-helpful to the student:
Mary is doing about as well as can be expected given her
level of training.
Jon independently collected thorough history and
physical information from patients today and presented
the data to me in a clear, well-organized manner. He
would benefit from reading about the most appropriate
antibiotics for treatment of upper respiratory infections.
Professionalism
Characteristics sought:
Arrives prepared and on time
Professional appearance
Demonstrates interest in learning
Self-motivated learner
Participates actively in rounds and conferences
Demonstrates interest and/or participates in
community activities
 Shows concern for patients and families
 Works collegially with staff and team
 Seeks and accepts feedback






YOU & YOUR STAFF ARE ROLE
MODELS!
References & Credits
Sources of inspiration for this module include
Portions adapted from: Whitman, Neal. Creative Medical Teaching. Department
of Family and Preventive Medicine, University of Utah School of Medicine,
1990.
Portions adapted from: the North Carolina AHEC’s Expert Preceptor
Interactive Curriculum (EPIC), http://www.med.unc.edu/epic/welcome.htm
Portions adapted from: the Mountain Area Health Education Center
Department of Continuing Medical Education and the Office of Regional
Primary Care Education Preceptor Development Program, Evaluation:
Making it Work, http://www.mahec.net/celt/acroread/Evaluation.pdf
Portions adapted from: Baldwin, C D; Niebuhr, VN. Teaching Skills for
Preceptors in the Community Setting: A Self-Directed Continuing
Education Package. Developed for the Robert Wood Johnson Generalist
Physician Initiative at the University of Texas Branch. 1996, re-edited in
2004.
The Community Physician’s Role in Medical Student Education
Providing Feedback and Evaluation
This module authored by:
Pamela L. Hentschel, M.S.
Office of Regional Medical Education
University of Texas Medical Branch
School of Medicine
Post-Test and CME
Credit Request Form
Presentation Evaluation
Form
Module Development:
Video Segments Courtesy of Jack Scott, EdD
Members of the Community Faculty
Video performances by:
Development Coordinating Committee
Special appreciation to:
Michael Ainsworth, M.D., Ingrid
Bowden, Virginia Niebuhr, Ph.D., Lisa
Mignerey, Oma Morey, Ph.D., David
Rassin, Ph.D., Gayani Silva, M.D.,
Ruthanna Ward, B.S.N.
Michael Ainsworth, MD
Associate Dean for Regional Medical Education
301 University Blvd
Galveston TX, 77555-0410
(409) 772-6928 mainswor@utmb.edu
www.meded.utmb.edu/orme
Toi Shelton
Karen Szauter, M.D.
End
Show