SHM's Clinical Quick Talks-Feedback Basics

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<strong>Summary of "Feedback Basics" by Catherine Chen</strong><br /><br /><strong>Key Learning Points:</strong><br />1. Outline how to provide trainee feedback.<br />2. Formulate actionable feedback for trainees.<br /><br /><strong>Setting the Stage:</strong><br />- Set clear expectations early with trainees regarding presentation preferences.<br />- Focus on specific, observable improvements, seeking others’ opinions if necessary.<br /><br /><strong>Delivering Feedback (SPIKES Method):</strong><br />- <strong>Setting:</strong> Ensure privacy to avoid public embarrassment.<br />- <strong>Perception:</strong> Ask trainees to self-assess their performance, turning negatives into growth opportunities.<br />  - Questions: What went well? What was challenging? What to work on next?<br />- <strong>Invitation:</strong> Explicitly state it’s a feedback session.<br /><br /><strong>Diagnosing Issues (Table 1):</strong><br />- Highlight areas such as reporting, medical knowledge, organization, cognitive processes, self-awareness, management, and professionalism.<br />- Identify specific dysfunctions like scattered presentations, time management issues, or incomplete plans.<br /><br /><strong>Actionable Feedback (Table 2):</strong><br />- Develop specific action plans using SMART goals.<br />- Examples:<br />  - Reporting: Practice concise presentations; develop illness scripts.<br />  - Interpretation: Know test reasons and normal values.<br />  - Management: Create detailed, prioritized plans.<br />  - Education: Read specifically, ask questions, present readings.<br />  - Professionalism: Improve punctuality, patient rapport, and time management.<br /><br /><strong>Emotions and Summary:</strong><br />- Acknowledge and address emotional responses.<br />- Reassure and transition to action plans.<br />- Summarize next steps for student to work on.<br /><br /><strong>Clinical Pearls:</strong><br />1. Feedback should be non-punitive, constructive, specific, and objective.<br />2. It should be actionable, aiding student growth and performance improvement.<br />3. Soliciting learner perceptions is crucial in the feedback process.<br /><br /><strong>Usage:</strong> Ideal for formal mid/end trainee feedback sessions.<br /><br /><strong>Resources:</strong><br />- "Coaching in Medical Education, A Faculty Handbook" by AMA, 2017.<br /><br /><strong>Last Updated:</strong> September 2024<br /><br />This summary encapsulates methods and strategies outlined to effectively provide feedback to medical trainees, ensuring their professional and educational growth through actionable, well-structured feedback sessions.
Asset Subtitle
Catherine Chen
Keywords
trainee feedback
SPIKES method
actionable feedback
SMART goals
medical education
performance improvement
self-assessment
professionalism
feedback strategies
non-punitive feedback