Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience

1. Providing effective feedback in medical education
Dr. Z. Zayapragassarazan,PhD.,
Associate Professor
Department of Medical Education
JIPMER
Puducherry-605006
zprazan@yahoo.co.in

2. We all need people who will give us feedback.
That's how we improve.
- Bill Gates

3. Objectives
At the end of this session the participants
shall be able to:
• Define feedback.
• Explain the importance of feedback for
learning.
• Understand principles of effective
feedback.
• Appreciate different feedback models

4. How would you define
“feedback”?

5. A Definition of Feedback
A two-way process in which specific
information is exchanged about the
comparison between students’ observed
performance and a standard, given with the
intention to encourage students to improve
their performance.

6. Why is Feedback Important?
● Promotes reflection about one’s learning or
performance
● Helps to identify the gaps in learning or
performance
● An educational intervention that enhances
learning and contributes for the growth of the
students and teachers
● Helps to reinforce good performance and
reduce repeated performance errors

7. Types of feedback
Motivational
Goal is to make the learner feel good.
Evaluative
Goal is to measure the student achievement with a score
or a grade.
Descriptive
Goal is to improve the learner achievement by telling the
learner about their performance against an informed
standard and an action plan to move forward in the
learning process.

8. Role play

9. Group activity
Think of your current teaching context and reflect on:
Group -1: Things to take into account while planning a feedback
session
Group - 2 : Things to consider while conducting a feedback session
(‘what’ and ‘how’ of feedback)
Group - 3 : Actions after a feedback session
Group - 4 : Indicators of an effective feedback

10. Principles of effective feedback
• Communicate goals and objectives for feedback
• Establish a respectful learning environment
• Base feedback on direct observation
• Make feedback timely and a regular occurrence
• Begin the session with the learner’s self-assessment
• Reinforce and correct observed behaviours contd….

11. Principles of effective feedback
• Use specific, neutral language to focus on performance
• Confirm the learner’s understanding and facilitate
acceptance
• Conclude with an action plan
• Reflect on your feedback skills
• Create staff development opportunities
• Make feedback part of Institutional culture

12. Feedback on written exams and assignments
How?
Collective feedback (written, oral or electronic)
It should:
• be of particular value to re-sit students
• provide general feedback to the students who sat the exam
• serve as a revision tool for the incoming students

13. Feedback on written exams and assignments
What?
General comments
How many students attempted questions that were generally
answered effectively ?
Questions that students struggled with
How examiners use the marking criteria and how many students
addressed it?
Specific comments
• What the question was looking for?
• How the question was answered well?
• How the question was answered poorly?

14. Feedback on laboratory experience
Steps followed (checklist)
Reliability of the work
Work habit and attitude
Safety rules
Etc..

15. Feedback on presentation skills
•Content
•Organization of content
•Voice
•Presentation
•Post presentation discussion

16. Models of Feedback
Ask
Tell
Ask
Feedback Sandwich

17. Pendleton Rules

18. Feedback - generic model
Things done well
Things to continue
Things to be stopped
Things to be started

19. Limit the Quantity

20. Enhancing the feedback seeking behaviour
•Rapport
•Quality of feedback
•Emotions
•Organization climate (work culture)

21. Reflective activity
Think of your current teaching context and reflect on:
• Who are your learners?
• When and how will you introduce the “culture of feedback” in your
discipline?
• Where will you give feedback?
• When and how often will you give feedback?
• How will you create a safe and supportive feedback environment?
• What steps could you implement now to plan more effectively for
giving feedback?

23. Summary
• Feedback is a cornerstone in learning and in teaching
clinical competence
• Feedback should be specific, timely, and aimed at
next steps to improve further learning and
performance.
• Involving the learner and using a structured approach
to giving feedback will enhance the quality of
learning.

24. Thanks