1. Giving Feedback to Learners 2. Giving Feedback to Peers - A self-checklist for learners
Do I... Establish and maintain a climate of trust in which learners welcome, even invite, my feedback? Make sure learners understand that I will provide feedback to them during review sessions - and how? (If video was used) Signal the learner to stop the tape, if not already done, when I see an event I want to discuss? Begin by inviting the learner's self-assessment? As much as possible, help learners make their own discoveries? Link my feedback to the agreed upon goals when possible? Focus on learners' behaviors and performances, rather than making judgments about them as people? Try to be as specific as possible, referring the learner to explicit events when possible? When possible, begin my feedback with positive observations? Avoid following my positive observations with "but..." and a negative observation? Give learners a language with which to reflect on their performance? When my feedback is subjective, label it as such? Avoid overloading learners with feedback? Demonstrate support for learners when providing feedback? Attend to both what I say and how I say it? Invite the learner's reaction to my feedback? Help learners turn negative feedback into constructive challenges? Encourage learners to invite my feedback and to let me know when it is difficult to hear my feedback? Provide follow-up to my feedback when appropriate? Take notes on the supervisory session to guide future encounters with the learner?
Adapted from: Westberg, Jane and Jason, Hilliard. Teaching Creatively with Video: Fostering Reflection, Communication, and other Clinical Skills, New York: Springer Publishing, 1994.
Westberg, Jane and Jason, Hilliard. Teaching Creatively with Video: Fostering Reflection, Communication, and other Clinical Skills, New York: Springer Publishing, 1994.
Did I... Find out what my colleague was trying to accomplish in the encounter I witnessed? Find out if there were any special issues our colleague wanted us to focus on in the review session? Invite my colleague's self-assessment before providing my feedback? Try to facilitate my colleague's own discoveries wherever possible? Regard the review as a time to be helpful to my colleague, not to display my insights and expertise? (In clinical situations) Try to keep the provision of high-quality health care as an overriding concern? Check out my hypotheses about my colleague's behaviors before making pronouncements? Before giving feedback, think through how I would feel receiving these comments? Present feedback in nonjudgmental language? Try to be as specific as possible, referring my colleague to explicit events, when possible? Focus on my colleague's behavior, rather than making judgments about him or her as a person? When my feedback was subjective, label it as such? Provide feedback on my colleague's strengths and accomplishments as well as weaknesses and errors? Avoid overloading my colleague with feedback? Demonstrate support for my colleague when providing feedback? . Help my colleague turn negative feedback into constructive challenges? Encourage my colleague to invite my feedback and to let me know when it is difficult to hear my feedback? Provide follow-up to my feedback when appropriate?
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