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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 and barriers of feedback, and
also be able to provide effective feedback using key components.
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To do this, we're gonna do a variety of different activities.
First we'll be asking you to discuss feedback.
We're gonna 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, of 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.
It includes the key components of feedback.
Using this four step model, we will watch some videos and
then think about how we would provide 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 wanna draw attention to my slides.
The first is that I'm using Mayer's principles of 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 a 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 hopes is that you'll remember better using these.
The second principle is that we're gonna do a lot of interactive things in this
session.
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You learn best by doing.
You remember probably 90% of what we do and say and
about 10%, maybe more, 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 analyse 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.
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So, when do we give feedback?
So first, we give feedback at the 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 that there is this disconnect.
Faculty feel like they provide feedback all of the time.
85 to 95% 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 were giving it.
Residents thought 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 a quality of views and perceptions.
So that both attendings and residents feel that they are providing and
getting feedback.
Sally Santen, M.D., Ph.D.Associate Professor - Emergency Medicine
