Insert grabber Video
Giving Effective Feedback
Making A Better Sandwich
Your Name Here
Organization
Objectives
•
•
•
•
Reviewed importance of feedback
Defined feedback vs. evaluation
Identified barriers to feedback
Identified ingredients of effective
feedback
• Applied effective feedback techniques
Activity #1
Feedback reflection
• Write down1-2 words that come to mind
when you think of feedback
• Be prepared to discuss with group
3 minutes
Activity #2
Feedback in literature
• Read and highlight what you think are:
• Reasons feedback is important
• Principles of effective feedback
• Ways to give better feedback
• Be prepared to discuss with group
8 minutes
Feedback: Why bother?
“The goal of clinical training is
expertise in the care of patients.
Without feedback, mistakes go
uncorrected, good performance is not
reinforced and clinical competence is
achieved empirically or not at all."
-Ende J: Feedback in clinical medical
education. JAMA 250(6):777-81, 1983
Johari Window
Known to Self
Unknown to Self
Known to
others
Self Awareness
Open/Free
Blind
Area
(Personal Growth)
Area
Unknown
to others
Hidden
Unknown
Mutual
Understanding
Area
Area
Feedback: What is it?
Activity #3
Feedback vs. Evaluation
• Place descriptive words under
Feedback or Evaluation
• Be prepared to discuss with group
3 minutes
Feedback vs. Evaluation
Feedback
Immediate
Informal
Observation
Objective
Event specific
Evaluation
Scheduled
Formal
Observation
Objective
Global performance
Improvement Grading
Dialogue
Monologue
Barriers to Feedback
Audience survey
Barrier
Response
Percent
Limited Time
75 %
Discomfort
70 %
Anomaly
21%
Someone else
14 %
Effective Feedback
What are the ingredients?
Effective Feedback
Audience survey
Specific
Balanced
Timely
Positive
Constructive
Inspire
Honest
Fixable Problem
Not personal
Don’t sugar coat
Principles of Effective
Feedback
Specific
Objective
Modifiable Behaviors
Expected
Timely
Limited
Constructive
Activity #4
Practice SOME-TLC
• In groups of 2, each person pick one
scenario
• Read and highlight key points you
would use when giving feedback
3 minutes
Old Feedback Sandwich
Positive
Negative
Positive
Not very palatable
New Feedback Sandwich
Ask
Tell / Teach
Ask
Act
Ask
Ask learner to assess their own
performance
• How do you think you did?
• What do you think went well?
• Did you have any problems?
Tell / Teach
Tell
• I observed...
• It seemed as though…
• When you do __I feel__...
Teach (short pearls)
• In my experience….
• Consider…
Ask
Ask learner to reflect and analyze
• What do you think of…
my observations?
my comments?
• What would you do differently?
• What can we do to improve?
Act
• Summarize key points
• Demonstrate
• Re-assess
• Commit to a plan
Why Ask-Tell-Ask-Act?
TELL
ASK
ACT
Activity #5
Build a new feedback sandwich
• Use SOME TLC in activity #4
• Take turns giving feedback using Ask-Tell
/ Teach-Ask-Act
10 minutes
How did it go?
OR
How did it go?
Activity #6
Call to Action
• List what you will do in the next month to
improve feedback to our students.
• Be prepared to share.
Objectives
•
•
•
•
Reviewed importance of feedback
Defined feedback vs. evaluation
Identified barriers to feedback
Identified ingredients of effective
feedback
• Applied effective feedback techniques
Take Home Points
• Feedback is essential
• Feedback is desired by learners
• Effective feedback requires
preparation
• Give SOME-TLC via Ask-Tell-AskAct
Questions?
Comments?