1/ 🗣️“Let’s sit down and do feedback.”
What’s your gut reaction to that comment?
Do you cringe?
Experience anxiety?
Have palpitations?
Although I want feedback, I still kind of dread it.
How can we avoid that response?
This week: summative feedback and how to make it better!
What’s your gut reaction to that comment?
Do you cringe?
Experience anxiety?
Have palpitations?
Although I want feedback, I still kind of dread it.
How can we avoid that response?
This week: summative feedback and how to make it better!
2/ This week’s @MedEdTwagTeam #MedEd #tweetorial focuses on summative #feedback.
If you missed it, take a look at @GStetsonMD’s formative feedback thread from last week:
If you missed it, take a look at @GStetsonMD’s formative feedback thread from last week:
https://twitter.com/GStetsonMD/status/1369334079309701126
3/ Summative feedback differs from formative feedback in that it serves as a feedback "summary" for the rotation.
And, it is often given for the purpose of “evaluation” or “assessment” of an individual’s performance based on a collection of many observations.
And, it is often given for the purpose of “evaluation” or “assessment” of an individual’s performance based on a collection of many observations.
4/ This feeling of being “judged” at the end of the rotation is often what leads us to cringe.
ESPECIALLY if we suffer from imposter syndrome, as highlighted by Dr. Massart @Annie_Massart_
ESPECIALLY if we suffer from imposter syndrome, as highlighted by Dr. Massart @Annie_Massart_
https://twitter.com/Annie_Massart_/status/1366862672638201859
5/ So how can we avoid that cringe-worthy feedback session?
By putting the learner at the center of the conversation and focusing on their goals but still providing them with concrete, specific feedback that emphasizes their progress yet creates new goals.
By putting the learner at the center of the conversation and focusing on their goals but still providing them with concrete, specific feedback that emphasizes their progress yet creates new goals.
6/ First, set up your feedback session as a conversation with the learner leading the discussion.
The ART framework from Week 3 is helpful:
However, most learners HATE being asked:
"How do you think the rotation went?"
"How do you think you did?”
The ART framework from Week 3 is helpful:
https://twitter.com/GStetsonMD/status/1366811589630857216
However, most learners HATE being asked:
"How do you think the rotation went?"
"How do you think you did?”
7/ Those phrases are very non-specific, so it’s difficult to know where to start.
Instead, use the learners' self-identified goals from the start of the rotation as a starting point, and use the ART framework.
Instead, use the learners' self-identified goals from the start of the rotation as a starting point, and use the ART framework.
8/ And this is where I use my notes from the rotation to provide them with specific examples.
Before the session, I make sure that I’ve reviewed my notes to be prepared!
Before the session, I make sure that I’ve reviewed my notes to be prepared!
9/ I personally find it helpful to use a competency framework to help me (& my learners) know where they are at compared to where they should be.
The ACGME competencies & milestones are helpful for residents & fellows.
Shout out to @gradydoctor for suggesting this method to me.
The ACGME competencies & milestones are helpful for residents & fellows.
Shout out to @gradydoctor for suggesting this method to me.
10/ Finally, I try to emphasize both:
*⃣their progress during the rotation (celebrate! 🙌)
*⃣their plans to continue to improve in the future
Again, encouraging the growth mindset is 🗝️
Check out @GStetsonMD's prior post for a growth mindset review
*⃣their progress during the rotation (celebrate! 🙌)
*⃣their plans to continue to improve in the future
Again, encouraging the growth mindset is 🗝️
Check out @GStetsonMD's prior post for a growth mindset review
https://twitter.com/GStetsonMD/status/1361722290359173126
11/ Using this process allows learner-centered feedback yet still provides them with meaningful, specific information about their progress.
Plus, it allows you to build a plan for improvement together.
Plus, it allows you to build a plan for improvement together.
12/ You may be asking,
"But how do I give the 'difficult' feedback to struggling learners?"
Summative feedback should NEVER be the 1st time learners hear about a "deficiency." If they need help, identify a specific goal w/ them earlier in the rotation!
NO SURPRISE FEEDBACK!
"But how do I give the 'difficult' feedback to struggling learners?"
Summative feedback should NEVER be the 1st time learners hear about a "deficiency." If they need help, identify a specific goal w/ them earlier in the rotation!
NO SURPRISE FEEDBACK!
13/ So, for all of this to work, it’s important to:
1⃣Create a safe learning climate:
2⃣Set expectations:
3⃣And, develop a culture that encourages feedback:
1⃣Create a safe learning climate:
https://twitter.com/JenniferSpicer4/status/1295766726169288704
2⃣Set expectations:
https://twitter.com/GStetsonMD/status/1303329970526105600
3⃣And, develop a culture that encourages feedback:
https://twitter.com/GStetsonMD/status/1361722281324642305
14/ So, in summary, make your next summative feedback session rock:
1⃣Host a learner-centered conversation (ART framework!)
2⃣Focus feedback on your learner's previously identified goals
3⃣Anchor comments/examples in a competency framework
4⃣Emphasize growth
1⃣Host a learner-centered conversation (ART framework!)
2⃣Focus feedback on your learner's previously identified goals
3⃣Anchor comments/examples in a competency framework
4⃣Emphasize growth
15/ Thanks for joining! Please share any comments or questions that you have.
Don’t forget to join @MedEdTwagTeam next Tuesday (3/23/21) for a discussion of written feedback!
#MedTwitter
#MedEd
Don’t forget to join @MedEdTwagTeam next Tuesday (3/23/21) for a discussion of written feedback!
#MedTwitter
#MedEd
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