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Feedback/Evaluation Module
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“No one every listened
themselves out of a job”
Calvin Coolidge |
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A printable
overview of this topic is available HERE Providing effective feedback is one of the most important aspects of
the educational process. Although many of us have evaluated students, the
task is not quite as straightforward as it may appear. Think about the
following suggestions the next time you provide your student with feedback: 1. Ground Rules - Take time at the
onset of the rotation to define your expectations for the learner. Be as
detailed as possible and offer the learner the opportunity to ask questions
and clarify areas of uncertainty. 2. Frequency
- Unfortunately, the majority of student evaluations only occur at the
completion of a rotation. Feedback that takes place during the rotation
frequently occurs sporadically, and in some instances not at all. This is a
common mistake, and one that can be the source of many problems; but this
needn’t be the case. During orientation set aside some time at the end of
each week to discuss the students performance. By providing on-going
evaluation both you and the learner can identify strengths that can be
encouraged and weaknesses that can be addressed. 3. Be Specific - Avoid using vague
terms like “Good Job” and “Try harder” when giving feedback. These terms do
little to identify what was ‘good’ and what needs to be improved. Try to be
as specific as possible. Focus your feedback on learner behavior and
performance, not on personality. 4. Behavior Statements - When
giving feedback reinforce behaviors that you felt were strengths and offer
examples of behaviors that would resolve a weakness. Examples might be, “You
started your examination of the abdomen with palpation. During this palpation
I was glad to see that you observed the patient’s face for signs of
discomfort. However, the next time you examine an abdomen remember the
sequence: inspection, auscultation, percussion, and palpation. The reason for
this sequence is________” 5. Positives and Negatives - Some
preceptors are uncomfortable talking to their students about negative aspects
of their performance, preferring either to ignore the problem or mention it
on the final evaluation. Feedback on negative performance is made more
palatable if it includes examples of how improvement can be attained (see
above). Another approach is to ‘sandwich’ or couple negative feedback with
positive feedback (see above) 6. Encourage Dialogue - Feedback is more effective if it
involves a dialogue between the preceptor and learner. Encourage students to
evaluate their own performance and, if necessary, offer suggestions for
improvement. In many cases the student’s evaluation of their performance will
be more critical than your own. Whenever possible encourage the learner to
evaluate your performance as a preceptor. 7. Respect Privacy - Most feedback can be safely offered in the
presence of patients or staff members. However, some forms of feedback are
better addressed in private. |
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to Ritch Florek, Last Modified: |
