Feedback to Colleagues: Overcoming Barriers and Enhancing Impact

1. A teaching hospital of Harvard Medical School Feedback to Colleagues:Overcoming Barriers and Enhancing Impact David H. Roberts, MD Associate Director, Carl J. Shapiro Institute for Education & Research Associate Director, The Academy at HMS Associate Professor of Medicine, HMS Education is at the heart of patient care.

2. Dr. Roberts would like to thank the Peer Observation Interest Group Co-Chairs, Lori Newman, MEd and Dr. Susan Frankl for their contribution to this educational session The slides in this talk are modified from an earlier version by Lori Newman, MEd Acknowledgments

3. Is the conversation different with a trainee versus a colleague?

4. Unique aspects of giving feedback to colleagues

5. Exchange of ideas Exploration of best teaching practices Discovering new perspectives on teaching Mutually Beneficial Discussion

6. Establish “learning” rather than “performance” perspective Agreed-upon ground rules Specificity and concrete examples Awareness of biases and observer’s perspective 4 Key Elements Cushing, Medical Teacher, 2011

7. Extension of a positive impression of a person to the judgment of his/her entire performance Halo Effect

8. Extension of a negative impression of a person to the judgment of his/her entire performance Horn Effect

9. Tendency to favor people who are professionally similar to oneself The “Similar-to-Me” Effect

10. Beliefs and experiences that underly one’s teaching style Exposing observers to their own perspectives and discussing other equally effective perspectives reduces the similar-to-me bias. Courneya, Teaching and Teacher Education, 2008 Teaching Perspective

11. www.teachingperspectives.com Teaching Perspectives Inventory

12. Reflect on what you witnessed about learner engagement, group dynamics, and teaching strategies from your viewpoint “Mirror” back concrete examples and quotes Rewind the Experience Ray Vella

13. Did you notice that the medical student spent most of the time looking at his iPhone? He looked disengaged to me. What are some ways to include the student in the discussion next time? Ask-Tell-Ask Model Black, CA Cancer J, 2005

14. You - statements when praising behavior “You really know the medical students well!” I – statements when suggesting changes to behavior “At the start of a session, I find it helpful to have everyone state what they are interested in learning from the discussion. Vasquez, Linguistics and Education, 2004 Use of Personal Pronouns

15. Third-person – statements when suggesting a new approach “Priscilla uses this very interesting technique when she teaches the medical students…” I and we – statements when exploring a dilemma “I’m glad that student gave the wrong answer; it’s difficult to know what we’re supposed to do when that happens.” Lemov, Culture of Practice, 2012 Use of Personal Pronouns

16. Your colleague’s predominant expectation is to gain a verdict about his/her teaching competence. Hatzipanagos, Int J of Teach and Learn in Higher Ed,2006. How Did I Do?

17. Feedback is emotionally charged and may be perceived as a threat

18. Next steps: How can the Academy help you?