consensus with the students; feedback is more effective if you and the students agree on this assessment. Some educators advocate the P-N-P (positive-negative-positive) sandwich approach to providing feedback. Begin with a positive statement, then give corrective feedback and conclude with another positive assessment. However, the positive comments must be genuine, or you will lose credibility with the student. Remember to focus on the performance and behavior, not on the person. Also, focus on those behaviors that the student can do something about. Reminders about shortcomings over which the student has no control only leads to frustration. When determining a plan of action for improvement, ask the students what they can do. Again, gain consensus with the students; future performance is more likely to improve if they agree with the plan. It is helpful to set goals for future performance. "Next time you encounter this, try this...," then verify that the students understand, and if the opportunity arises, confirm that they did change their behavior. In conclusion, Jack Ende has written, "The goal of clinical training is expertise in the care of patients. Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved empirically or not at all." (Ende J: Feedback in clinical medical education. 250(6):777-81, 1983). JAMA We should provide feedback to our students, helping them to stay on track so they can achieve their ultimate goal of being outstanding physicians. It is a skill that can be developed, and I encourage you to keep this foremost in your mind as you work with the students in your office. Activity #3 Feedback versus Evaluation– 3 minutes – Using an arrow, place the descriptive words under the appropriate heading. Some words may fall under both headings. FEEDBACK EVALUATION Objective Immediate Scheduled Informal Formal Observational Dialogue Monologue Grading Improving Specific Global Performance
consensus with the students; feedback is more effective if you and the students agree on this assessment. Some educators advocate the P-N-P (positive-negative-positive) sandwich approach to providing feedback. Begin with a positive statement, then give corrective feedback and conclude with another positive assessment. However, the positive comments must be genuine, or you will lose credibility with the student. Remember to focus on the performance and behavior, not on the person. Also, focus on those behaviors that the student can do something about. Reminders about shortcomings over which the student has no control only leads to frustration. When determining a plan of action for improvement, ask the students what they can do. Again, gain consensus with the students; future performance is more likely to improve if they agree with the plan. It is helpful to set goals for future performance. "Next time you encounter this, try this...," then verify that the students understand, and if the opportunity arises, confirm that they did change their behavior. In conclusion, Jack Ende has written, "The goal of clinical training is expertise in the care of patients. Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved empirically or not at all." (Ende J: Feedback in clinical medical education. JAMA 250(6):777-81, 1983). We should provide feedback to our students, helping them to stay on track so they can achieve their ultimate goal of being outstanding physicians. It is a skill that can be developed, and I encourage you to keep this foremost in your mind as you work with the students in your office. Activity #3 – Feedback versus Evaluation– 3 minutes Using an arrow, place the descriptive words under the appropriate heading. Some words may fall under both headings. FEEDBACK EVALUATION Objective Immediate Scheduled Informal Formal Observational Dialogue Monologue Grading Improving Specific Global Performance
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