I put together info on feedback for our interns and meant to share, but things *ahem, COVID* got in the way...
I learned ADAPT @acgme course in faculty assessment, and honed during @intermtnsim facilitator course.
A month into new AY, might be a good time to revisit! #Feedback
I learned ADAPT @acgme course in faculty assessment, and honed during @intermtnsim facilitator course.
A month into new AY, might be a good time to revisit! #Feedback
First of all.
Very important to understand what feedback is -
It's not about your opinions, it's about observed behaviors compared to standard.
For those in the back - observed compared to standard!
⚠️ if not observed
⚠️ if not using a standard
#AdaptFeedback
Very important to understand what feedback is -
It's not about your opinions, it's about observed behaviors compared to standard.
For those in the back - observed compared to standard!
⚠️ if not observed
⚠️ if not using a standard
#AdaptFeedback
Set yourself up for success to deliver feedback - let team know expectations, 🚸 signpost feedback! And make sure you are in the right setting.
#1 rule, always assume everyone is trying their best.
Finally reflect on feedback that worked for you, and pay it forward to others!
#1 rule, always assume everyone is trying their best.
Finally reflect on feedback that worked for you, and pay it forward to others!
The ADAPT framework is
Ask
Discuss
Ask
Plan Together
It flows easily, is learner centered and really helpful once you master it.
Sometimes we think we know what feedback a learner needs to hear, but that might not be what is most helpful.
Keep an open mind.
Ask
Discuss
Ask
Plan Together
It flows easily, is learner centered and really helpful once you master it.
Sometimes we think we know what feedback a learner needs to hear, but that might not be what is most helpful.
Keep an open mind.
First Ask
Have the learner self assess.
I typically have learners focus on what they are doing well, and why.
Really probe to understand completely.
Listen! Clarify!
Once you have a good sense of where the learner thinks they are, move onto Discussion.
Have the learner self assess.
I typically have learners focus on what they are doing well, and why.
Really probe to understand completely.
Listen! Clarify!
Once you have a good sense of where the learner thinks they are, move onto Discussion.
Discuss
I use one point to address what the learner discussed in Ask + add 1-2 additional points.
Remember this is about actions NOT the person.
❌ You are mean
✅ You cut off team members during presentations
(An aside, it's just a nice way to think about humans in general)
I use one point to address what the learner discussed in Ask + add 1-2 additional points.
Remember this is about actions NOT the person.
❌ You are mean
✅ You cut off team members during presentations
(An aside, it's just a nice way to think about humans in general)
Second Ask -
Ensure the learner understands discussion.
Clarify how they interpret it. Never assume intent behind actions, ask.
Sometimes you'll need to revisit Discussion to get on same page. That means you're doing it right.
Ensure the learner understands discussion.
Clarify how they interpret it. Never assume intent behind actions, ask.
Sometimes you'll need to revisit Discussion to get on same page. That means you're doing it right.
After everyone is on the same page,
Plan Together
Prompt the learner to come up with their plan and you can offer expertise to make them work.
Ex: Late note writer - incorporate note writing into pre-rounding OR just set reminder to sign by 2PM
Remember: Learner has to buy in!
Plan Together
Prompt the learner to come up with their plan and you can offer expertise to make them work.
Ex: Late note writer - incorporate note writing into pre-rounding OR just set reminder to sign by 2PM
Remember: Learner has to buy in!
Of course there are many barriers to effective feedback, a few tips:
🔸if there is limited info on performance to ask the learner how they addressed prior feedback
🔸get learners excited about learning by targeting areas for feedback
🔸establish credibility early!
🔸if there is limited info on performance to ask the learner how they addressed prior feedback
🔸get learners excited about learning by targeting areas for feedback
🔸establish credibility early!
Ultimately,
Remember that your experience as a medical educator is one, your learners experience is another.
We are all quick to tear ourselves down or put up a wall of resistance.
Bring the energy that allows a learner to recognize strengths, and gently approach weakness.
Remember that your experience as a medical educator is one, your learners experience is another.
We are all quick to tear ourselves down or put up a wall of resistance.
Bring the energy that allows a learner to recognize strengths, and gently approach weakness.
Check out the work from @UWGME on ADAPT at sites.uw.edu/uwgme/adapt
Ok, let’s all go incorporate effective feedback into our days!
#MedTwitter
@gradydoctor @UtahIMCMRs @carolinemilneMD @abbyCCim @boedudley @CincyIM @WillBynumMD @cjchiu
Ok, let’s all go incorporate effective feedback into our days!
#MedTwitter
@gradydoctor @UtahIMCMRs @carolinemilneMD @abbyCCim @boedudley @CincyIM @WillBynumMD @cjchiu
