Objectives
- Investigate some of the “do”s and “don’t”s of giving feedback
- Learn why “reflective” teachers make good faculty
- Roleplay giving good feedback
- Review the use of evaluations and other feedback instruments
- Learn how to write tools for evaluation (surveys, evaluations, test questions)
Presentations
- Giving and Receiving Feedback
- Giving and Receiving Feedback
- Evaluations in Medical Education
- Giving and Receiving Feedback (previous lecture)
- Giving and Receiving Feedback (previous lecture)
Workshop
- Feedback roleplays, evaluations, writing test questions
Lecture: Giving and Receiving Feedback
- Feedback roleplays, evaluations, writing test questions
Lecture Handout
Workshop: Written Evaluations and Writing Exam Questions
Notes for the above workshop
Review of Feedback
- Discussed the analogy of the mirror again - how providing a "reflection" to someone can both encourage them and help them improve. There is no shame or blame. We're a team working together for everyone's good. But this culture of trust/proper motivation will take some time to grow.
- Looked at the Faculty Evaluation Sheet found on the Logistics page together. This is my vision for what a good faculty member looks like - they have these characteristics. Some are general characteristics, but some have SMART goals. "Focus on one or two educational points..."
- Evaluations on regular staff should be done with enough time between them so that people can see improvement - 6 months to a year. If they're done too frequently, people can grow discouraged or ignore the process altogether.
- For a course/rotation evaluation, it is helpful to review the evaluation as part of the orientation. Then the students will know what is expected of them.
Test Questions
- The greatest mistake in writing test questions is we're trying to teach through our questions or pick something so insignificant that most people get it wrong. But an exam is for the purpose of evaluating their understanding of the material.
- There are many different types of questions:
- General knowledge (Q1, Q3...)
- Understanding concepts (Q13, Q16...)
- Clinical presentation (Q7, Q9...) - short clinical description
- Case presentations (8, 200) - longer vignette, can write multiple questions
- True/False - not as good at evaluating understanding but sometimes useful
- Matching - appropriate in some cases
- The participants were then assigned different sections of "Some facts about leprosy" and practiced writing different types of test questions.
Below is one of the previous lectures I gave on feedback. It wasn't as well received by the Khmer doctors as I thought, perhaps too direct of an approach for Asia. But I've included it because of the role plays at the end. I think these are helpful in bringing out main points of both giving and receiving feedback.
