All right.
Welcome to effective feedback.
I'm Sally Santen,
I'm a faculty physician at the University
of Michigan Medical School.
The purpose of this session is to learn
how to provide effective feedback.
We want you to understand the importance
in barriers of feedback, and
also be able to provide effective
feedback using key components.
To do this, we're going to do
a variety of different activities.
First we will be asking
you to discuss feedback.
We're going to ask you to think about,
what are the important things
about providing feedback?
Why should we provide feedback?
And then we should talk about, what
are the barriers to providing feedback?
We will then talk about some of
the key concepts of feedback.
What's important, what's not important.
We will watch some videos to
determine what's good and
what needs improvement on
the feedback that is provided.
And from this we
will build a four step model that
includes the key components of feedback.
Using this four step model we will watch
some videos, and then think about how we
would provide feed,
feedback to the learners in these videos.
And then in the end we
want to create an action,
plan of when we're going to
provide feedback in our setting.
Many of you are taking this
course because you're educators.
I want to draw attention to my slides.
The first is that I'm using my role
principles of a multimedia design.
Which is to say that
learners learn best or
remember best if they have
a mixture of both photos and text.
Rather than text alone with
the bunch of bullets, or
rather than photos alone without any text.
So, you will notice that the slides
have both a small piece of
text plus usually some images,
that display the concepts.
The hope is that you'll
remember better using these.
The second principle is that we're
going to do a lot of interactive things in
this session.
You learn best by doing.
Remember probably 90% of what we do and
say, and
about 10%, maybe more on,
of what someone tells us.
And so our purpose with this is there
will be several times during this
session where you take a pause and
you type in your thoughts so that you are,
hopefully able to remember
more of what we're doing.
That is intentionally
designed in this course.
So, let's move on to feedback.
So, the question is, what is Feedback?
So, feedback is the process
of observation.
It's where we watch our learners and
see what they're doing, and
then we make an analysis of that behavior
of the process of what they're doing.
So, we see it, we observe it, we analyze
it, and then we take that information and
we provide that back to the learner.
It's the process of providing
it with the learner, and
having a discussion that is
the real key of feedback.
The goal is that they will improve.
So, when do we give feedback?
So first we give feedback at bedside.
We give feedback in the clinic.
We give feedback in the operating room.
Hopefully, we give feedback as we lecture,
or in our offices.
I am hoping that we give
feedback all of the time.
The problem is there is this disconnect.
Faculty feel like they provide
feedback all of the time.
85 to 90% of the time faculty say,
I provide feedback.
However, on the other hand, residents feel
like they're hardly ever getting feedback.
This is a very interesting study that
shows the differences in perceptions of
feedback between attendings and residents.
You can see,
faculty thought they were getting it,
residents felt they weren't getting it.
So why is there that disconnect?
We hope to address this in our session so
that in the end,
we have equality of views and
perceptions so that both attendings and
residents feel that they are providing and
getting feedback.
So, first.
This is our first discussion point.
Why is Feedback Important?
I want you to take a few minutes,
and enter your thoughts about why you
think that feedback is important.