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Giving Feedback

Giving Feedback. REFERENCES: Lake & Vickery. (2006). Teaching on the run tips 14 MJA 185(3): 166-167 Lake & Vickery. (2004). Teaching on the run tips 5 Teaching skills. MJA 181 (6): 327-328 Lake & Vickery. (2004). Teaching on the run tips 2. MJA 180 (10): 527-528

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Giving Feedback

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  1. Giving Feedback REFERENCES: Lake & Vickery. (2006). Teaching on the run tips 14 MJA 185(3): 166-167 Lake & Vickery. (2004). Teaching on the run tips 5 Teaching skills. MJA 181 (6): 327-328 Lake & Vickery. (2004). Teaching on the run tips 2. MJA 180 (10): 527-528 Lake & Vickery. (2004). Teaching on the run tips 6 MJA 2004; 181 (9): 502-503 Pacific EmOC Program

  2. Why Give Feedback • Good performance needs reinforcing in just the same way that mistakes need correcting • Without feedback a learner has no way of knowing that they are performing a new task well • Without feedback the learner relies on cues from the instructor - looks of boredom, irritation, or amusement - which may have nothing to do with what the learner is doing. • giving feedback to learners increases their rate of improvement of new tasks, encourages higher levels of performance, makes tasks more interesting and less fatiguing, and helps motivation. Pacific EmOC Program

  3. Some guiding principles • Feedback should be timely • Feedback should be delivered as close in time to the observed incident as possible • not during a meal break or the next day or week • When the feedback may be emotionally charged or difficult for the learner to receive, it may be better to provide in private. Pacific EmOC Program

  4. Some guiding principles cont’d • Feedback should be ordered. • Feedback should start with inviting the individual to give their own assessment of the situation/performance. • Only after this should the individual providing the feedback comment noting what went well before offering any advice about altering practice. • Often people will recognize the problem without the having to be given feedback, and it is usually easier for people to receive feedback if they have provided it themselves. Pacific EmOC Program

  5. Some guiding principles cont’d • Feedback should be focused • Feedback is most useful when it is focused on behavior and performance. Simply saying, "Good job" or "You need to work on improving your skills" does not identify specific areas for the learner to work on Pacific EmOC Program

  6. Some guiding principles cont’d • Feedback should be forward looking. • If the purpose of feedback is to improve future performance then it should include the development of a plan for improving knowledge or skills, preferably using learner input. Pacific EmOC Program

  7. Feedback sandwich • Saying something positive • Saying something negative or constructive • Saying something positive Pacific EmOC Program

  8. Role Play • Participants will perform a role play. QUESTIONS FOLLOWING ROLE PLAY • What are some of the positive parts of this feedback? • What are some of the negative parts? • How could it be improved? Pacific EmOC Program

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