Reflective Feedback Conversation Model
This presentation outlines the essential components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The presentation promotes a unique application of this model by integrating BDA (Vacca & Vacca, 2008) and RIME (Pangaro, 1999) to structure teaching and anchor formative feedback. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.
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PRESENTATION OUTLINE
Key Concepts
- Describes the Reflective Feedback Conversation Model
- Defines Actionable Guidance
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Offer Formative Feedback
Reflective Feedback Conversations (Cantillon & Sargeant, 2008)
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
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Encourage Reflection Clarify Expectations
Motivate Improvement
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
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The Model
Prepare the learner for feedback...
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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Frame feedback as a conversation
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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While you're having this Reflective Feedback Conversation...
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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#1 INVITE Self-assessment
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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Be sure to incorporate the learner's self-assessment in your response
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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Remember: It's a conversation. Invite a reply :)
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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#2 DESCRIBE Specific, relevant observable behaviors
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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Be sure that both Corrective and Complimentary comments are constructive
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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In other words don't stop @
- "Wonderful job"
- "You'd be a great addition to our team!"
Say more than...
- "Your interviewing skills need improvement"
- "You should read more"
#3 Provide ACTIONABLE guidance
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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What's ACTIONABLE?
Something the learner can act upon
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Ask yourself?
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Could the learner change their behavior based upon my feedback?
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Ask & Invite Questions
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Encourage students to think
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Empathize without commiserating
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Anchor Feedback
to EXPECTATIONS
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
GRAPHICS comprised of Microsoft Gallery Art in PowerPoint
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
GRAPHICS comprised of Microsoft Gallery Art in PowerPoint
Photo by Travis S.
The model is the same
For written (narrative) feedback
Translation: Narrative feedback should PROMOTE REFLECTION
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Describe relevant, observable behaviors to support your assessment.
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Offer Actionable Guidance
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References
- Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November 337 (7681); 2008.
- Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
References
- Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
- Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
References
- Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
- Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
Ende J. Feedback in Clinical Medical Education. JAMA 250(6); 1983.
Hewson M, Little M, Giving Feedback in Medical Education; J Gen Intern Med. 1998 February; 13(2); 1998.
Pangaro LN. A New Vocabulary and Other Innovations for Improving Descriptive In-Training Evaluations. Academic Medicine 74:11 (November); 1999.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
Schute VJ. Focus on Formative Feedback. Review of Educational Research March 78:153-189; 2008.
Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
Karen Spear Ellinwood, PhD, JD, EdS
Director, Faculty & Resident Instructional Development
