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Reflective Feedback Conversation Model (Preclinical Educators)

This presentation outlines the components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The guide offers guidance for instructors of medical students in non-clinical settings. 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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1.

Reflective Feedback Conversations Model

For Giving ACTIONABLE Feedback
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2.

Key Concepts

  • Define Feedback
  • Distinguish it from Evaluation
  • Describe Reflective Feedback Conversation Model
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3.

What is...

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4.

Feedback is...

  • More than saying "good job"
  • More than "great explanation of the kreb cycle!"
5.

It is More than...

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6.

Evaluation tells the learner

whether they did well, or not, or somewhere in between.
7.

FEEDBACK Explains Evaluation

Tells learners WHY you evaluated it the way you did.
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8.

we are actively engaged

We learn through conversation because 
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.
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9.

We learn from

Formative(constructive) Feedback
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10.

Why not offer formative feedback

through conversation?
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.
Photo by giulia.forsythe
11.

The Model

12.

Frame feedback as a conversation

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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13.

Encourage

Student's Active Participation
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14.

1. INVITE Self-assessment

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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2. RESPOND with Constructive Compliments & Correction

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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3. DESCRIBE Specific, relevant observable behaviors and...

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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4. Offer Actionable Guidance for improvement

Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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18.

Actionable Guidance is Helpful

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19.

How can we be helpful?

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20.

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.
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21.

Ask & Invite Questions

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22.

Empathize without commiserating

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23.

It's a conversation.

Invite a reply & Respond to their concerns
Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November337 (7681); 2008.
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24.

Tell the learner something they can act upon to continue good behaviors and improve others.

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25.

or written feedback

Whether it's face-to-face 
26.

PROMOTE Reflection (self-assessment)

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Describe relevant, observable behaviors to support your assessment.

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28.

Offer Actionable Guidance

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29.

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.
30.

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.
31.

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.
32.

Karen Spear Ellinwood, PhD, JD, EdS

Director, Faculty & Resident Instructional Development
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33.

FID.medicine.arizona.edu

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Karen Spear Ellinwood

Haiku Deck Pro User
http://fid.medicine.arizona.edu