The University of Mississippi T O O L S T O P R O V I D I N G E F - PowerPoint PPT Presentation

The University of Mississippi T O O L S T O P R O V I D I N G E F F E C T I V E F E E D B A C K P R O F E S S O R A N D C H A I R D E P A R T M E N T O F P H A R M A C Y P R A C T I C E S E E N A L . H A I N E S , P H A R M D , B C A C P , F A S H P , F A P H A , B C - A D M A P R I L 1 3 , 2 0 1 6

Learning Objectives Define types of tools to assess learners. 1. Describe effective techniques for evaluating learners. 2. List barriers and benefits to providing constructive 3. feedback at various points throughout the evaluation period. Discuss skills that reduce one’s own resistance to 4. feedback. Deliver nonjudgmental feedback in role-play scenarios. 5. Describe characteristics of constructive feedback and 6. how to deliver it effectively.

Ponder for a Moment… Do you believe your learners 'different' today? What’s the first word that comes to mind when you hear… - ‘ Millenials ’? - “ Gen Zs ” • What are the challenges of clinical teaching today that didn't exist 5-10 years ago?

Learner Generations

Comparing the Generations https:/ / www.knoll.com/ knollnewsdetail/ what-comes-after-y-generation-z-arriving-to-the-office-soon

Generation Y vs. Z

What Does All This Mean? • We may… .  Have to approach our non-negotiable(s) as developmental (develop a culture of learner responsibility)  Have to model problem solving / critical thinking skills vs. instant answers  Have to provide more structure (frequent feedback / encouragement)  Have to value collaboration • Av oid la beling … refocus our role as an educator and make it a win-win situation

Key Readings

WHAT: Key Readings • The experience itself Reflection • Thinking about it during the event in Action • Deciding how to act at the time (at time of event) • Acting immediately • Reflecting on something that has happened Reflection • Thinking about what you might on Action do differently if it happened again (after event) • New information gained used to process feeling and actions Professionalism, Communication Skills, Knowledge, Confidence http:/ / www.open.ac.uk/ opencetl/ resources/ pbpl-resources/ finlay-l- 2008-reflecting-reflective-practice-pbpl-paper-52

Key Reading

Learning Style Inventory VARK http:/ / vark-learn.com/ the-vark-questionnaire/

Learning Style Inventory Kolb or HPILS http:/ / learningfromexperience.com/ tools/ kolb-learning-style-inventory-lsi/ http:/ / lsibba310.weebly.com/ introduction-to-kolb-learning-style- inventory.html

Strengthsfinder Inventory

Review: Malcolm Knowles Theory of Andragogy Self-Directed Lecturer Facilitator http:/ / www.quora.com/ What-are-some-of-the-greatest-educational-theories-methodologies- of-all-time

Value-Driven Content  The lea rner’s self-concep t Adults have self-responsibility and have the capacity to make decisions for themselves  The role of lea rner’s exp erience Adults have a range of life experiences  Rea d iness to lea rn Resulting from realization of the need to learn  Orienta tion to lea rning Adults are m otiv a ted (usually intrinsically motivated) to learn because they are able to realize the worth / value http:/ / www.quora.com/ What-are-some-of-the-greatest-educational-theories-methodologies-of-all-time

Critical Thinking

Fostering Critical Thinking Handout IDEA Paper No. 37

Fostering Significant Learning

Assessing Learners in Clinical Environm ent Based on work by Miller GE, The Assessment of Clinical Skills/ Competence/ Performance; Acad.Med. 1990; 65(9); 63-67.

Reflection Model http://distributedresearch.net/blog/2008/05/27/reflection-on-keeping-an-action-log-for-a-month

Mechanisms to Assist in Learning Experiences http:/ / www.aspireconsulting.net/ learning-from-experience- blog/ bid/ 290936/ 10-Learning-Practices-Tools-for-Creating-Change

Putting it All Together http:/ / www.exploringfamilies.com/ experiential-learning.html

Preceptor Models: Framework & Mnemonics

Facilitating Experiential Learning http:/ / www.businessballs.com/ experiential_learning.htm

Learning New Skills & Techniques http:/ / postgrad.familymed.ubc.ca/ resources/ resources-for-evaluating-residents/

Learning New Skills & Techniques (cont) Conscious Unconscious Com petence Com petent Student knows what they Things they are good at but have done well do not realize Needs to focus on Typically low confidence performance and self esteem Caution for “faint OR can perform a task w/ o praising” conscious thought Unconscious Conscious Incom petence Incom petence What the student did not yet Helping students learn know what they could not and do what they cannot do (not aware of skill in Recognizes the need to question) acquire it Out of danger box and into Move out of transit box transit box 5 th stage can be reflective com petence Adapted from: Race P. Using Feedback to help students learn. The Higher Education Academy.

Feedback Defined Information provided by an agent (teacher, peer, parent, self, experience) regarding one’s perform ance or understanding - A consequence of performance - Can be accepted, modified, or rejected Evaluative (value judgm ent) OR Descriptive (what learner said, did and guide to im prove) “Feedback is inform ation with which a learner can confirm , add to, overwrite, tune, or restructure inform ation in m em ory, whether that inform ation is dom ain knowledge, m eta-cognitive knowledge, beliefs about self and tasks or cognitive tactics and strategies - Winne and Butler (1994) Used by learner to reassess attainm ent of goals

Seven Principles of Good Feedback Practices Goal-referenced Tangible and Transparent Actionable User friendly Tim ely Ongoing Consistent

Benefits and Challenges to Providing Effective Feedback Benefits Challenges  Lack of clear objectives &  Congruence with learning expectations objectives / activities and  Teaching pitched at the wrong outcomes level  Strengthens communication  Focus on recall of facts rather between preceptor and learner than problem solving  No surprise with summative  Lack of active participation by assessments learners  Inadequate direct observation of  Modeling of reflective practices learners and feedback and self-assessment  Insufficient time for reflection and discussion Ramani S. AMEE Guide No. 34: Teaching in the Clinical Environment.

One Minute Preceptor Method 1. Get a commitment 2. Probe for supporting evidence 3. Teach general rules 4. Reinforce what was done right 5. Correct mistakes Centra l Goa l Is to reduce discrepancies between current understandings and perform ance and a goal http://littlewhitecoats.blogspot.com/2011/02/the-microskills.html http://www.blogger.com/goog_1119974112

Feedback Central Themes  Must answer 3 m ajor questions asked by the instructor and / or learner Where am I going (what are the goals)? 1 How am I going (progress towards goal)? 2 Where to next (activities to make better progress)? 3 FEED FEED FEED UP BACK FORWARD

Feedback Levels: Success Criteria Level of Task Perform ance Level of Process Understanding Regulatory or Metacognitive Process Level Self or Personal Level

Feedback Model Handout Hattie J, Timperley H. The Power of Feedback. Review of Educational Research. http:/ / rer.sagepub.com/ content/ 77/ 1/ 81

Effective Feedback Attributes Directly related to specific learning goals (LE) Be descriptive not judgmental Focus on task not the person Action plan to improve performance http:/ / www.alvarezporter.com/ 2013/ 05/ throw-out-the-praise-sandwich/

Feedback Language  Use 'I' messages...instead of "You didn't follow the protocol?” "I'm wondering why you didn't follow the protocol?"  Use descriptive language...instead of "You had great rapport with your patient.” ” I saw you call the patient by nam e, and look directly at them as you spoke. ”  Avoid interpretation...instead of "You didn't check for "When you were explaining the m edication, understanding.” I noticed the patient's body language seem ed they were confused."  Collaborate on an action plan...instead of "I want you to read up on the protocol." "What actions will help you rem em ber the protocol?"

Preceptor Developm ent – Self Reflection Handout Buck B, Wilinson ST. Preceptor Development: Providing Effective Feedback, Part 2. Hosp Pharm. 2014;49(6):521-29. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4062731/pdf/hpj-49-521.pdf

Productive or Nonproductive Com m ents Buck B, Wilinson ST. Preceptor Development: Providing Effective Feedback, Part 2. Hosp Pharm. 2014;49(6):521-29. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4062731/pdf/hpj-49-521.pdf

Pre-Rotation Feedback Checklist Weekly feedback session with Likert Scale (1-4) (1 – Strongly Disagree; 2 – Disagree, 3 – Agree; 4-Strongly Agree Wilinson ST, et al. Preceptor Development: Providing Effective Feedback. Hosp Pharm. 2013 Jan;48(1):26-32. Available at: http:/ / www.ncbi.nlm.nih.gov/ pmc/ articles/ PMC3839441/ pdf/ hpj4801-26.pdf