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Vignette/Batting Practice

Real/Role Plays

Brief your partners on a previous interaction with a resident and "re-play" that interaction now.

References

Ericsson, K. A. (2004). Deliberate Practice and the Acquisition and Maintenance of Expert Performance in Medicine and Related Domains. Academic Medicine, 79(10 Supplement): S70-81.

MacLeod, L. (2012). Making SMART goals smarter. Physician Executive, Mar/Apr, 38(2): 68-72.

Bienstock, J.L., Katz, N.T., Cox, S.M., et.al. (2007). To the point: Medical education reviews - providing feedback. American Journal of Obstetrics and Gynecology, Jun; 196(6): 508-13.

Ramani, S., & Krackov, S. K. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34(10), 787-791.

Discussion

Techniques?

What is your plan for practicing, making it a part of the daily routine?

How many reps does one need to become an expert? 10,000 hours?

Giving feedback

"You're doing great!"

"Feedback Sandwich"

Plus/Delta

Ask - Tell - Ask / Elicit - Advise - Elicit

ARCH

What are your experiences with giving feedback?

What makes it hard?

When do you find it most difficult to give feedback?

Good and Difficult experiences?

General tips

Asking for permission

Checking for clarity

Taking ownership

Be focused and specific

Address resident's stated goals

Follow up/ Goal setting

Personal reflection

This is a positive thing!

It's a regular process

Be timely

Prepare ahead of time

Ensure learner's privacy/comfort

Elicit goals beforehand

Elicit learners' self assessment

Objectives:

  • Participants are able to perform at least two evidence-based techniques for providing feedback
  • Participants will discuss their personal plan to effectively deliver feedback to a specific type of learner
  • Participants are able to explain at least two methods for establishing an appropriate environment for effective feedback

Giving Feedback

Corey D. Smith, PsyD Maine-Dartmouth FMR Kate Anderson, MD

Maine-Dartmouth FMR

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