Providing Feedback and Evaluation

1
Providing Feedback and Evaluation
The Community Physicians Role in Medical Student
Education

• A preceptor development module provided by the
• Office of Regional Medical Education
• University of Texas Medical Branch
• School of Medicine

The University of Texas Medical Branch at
Galveston (UTMB) is accredited by the
Accreditation Council for Continuing Medical
Education to provide continuing medical education
to physicians. The University of Texas Medical
Branch at Galveston designates this educational
activity for a maximum of two (2) AMA PRA
Category 1 CreditsTM. Physicians should only
claim credit commensurate with extent of their
participation in the activity.

• Estimated Study Time 2 hours Medium Used CD and
  web-based access

Click on this button to advance to the next slide.
Version 1.5 Original Release Date September 1,
2007 Expiration Date September 1, 2010
2
Speaker
Ms. Hentschel is a Senior Medical Educator for
the Office Regional Medical Education at the
UTMB School of Medicine.

• As the Chair of the Community Faculty Development
  Coordinating Committee, she is responsible for
  providing the tools community preceptors can use
  to excel in their roles as medical educators. 
  Also, she coordinates medical training
  opportunities at off-campus locations including
  pre-clinical preceptorships and Year 3-4
  electives.

In accordance with the Accreditation Council for
Continuing Medical Education (ACCME) standards
and the policy of the University of Texas Medical
Branch at Galveston, presenters are asked to
indicate if they have any relationship which, in
the context of their presentation, could be
perceived as a real or apparent conflict of
interest, (for example, ownership of stock,
honoraria, or consulting fees). Any such
relationship will be disclosed to the audience
and consideration will be given to possible
influences of their presentations. Ms. Pamela
Hentschel has no relevant financial relationships
with any commercial interest to the provider
(UTMB).
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Objectives

• Distinguish differences between feedback and
  evaluation
• Identify the need for feedback and use various
  approaches that will be effective based on your
  students needs
• Discern your role as mentor and one who makes
  judgments about a students clinical competence
• Recognize grading criteria defined by the UTMB
  curriculum.

4
Feedback vs. Evaluation

• Feedback Information provided
• about current performance that can
• be used by the student to improve
• in the future.
• Evaluation Judgment made
• about the competence of a students
• performance.

How can I best provide this student guidance so
that he or she meets the expected course goals
and demonstrates his or her best performance?
5
Verbal Feedback Techniques Issues

• When should you give feedback?
• Request self-assessment.
• Be aware of the confrontation avoidance trap.
• Provide students with opportunities for
  remediation.

6
Verbal Feedback

• This short video clip demonstrates clear feedback
  provided in a respectful manner.

7
7 Steps in Providing Feedback Effectively
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Tips Regarding Effective Feedback

• Effective feedback is
• S SPECIFIC
• Avoid statements applicable to all students
• Avoid unreferenced comparisons
• O OBSERVATIONAL
• Avoid drawing excessive conclusions
• Avoid introducing your personal feelings
• R RELEVANT
• Avoid emphasizing issues outside of the
  students control
• Avoid statements not related to evaluation
  categories
• T TIMELY
• Late feedback compromises
• Ability to recall meaningful details accurately
• Credibility of critical comments
• Opportunity for student to change before the
  end of the rotation

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Evaluation

• Know performance expectations for the course
• Be prepared
• Focus on facts, not opinions

10
Formative Summative Evaluation
11
EvaluationThe Preceptors Role
12
Year 3 ClerkshipEvaluation of Clinical
Performance

• Example Sample Evaluation Form
• Evaluation items customized to discipline
• Comments often required for Honors or Failure
  ratings
• Consistent rating scale
• Deans Letter comments vs. those only for the
  grading committee to view

13
Avoiding Evaluation Pitfalls

• Sometimes the evaluation scenario is fraught with
  complications. . . .
• Its time to evaluate Sam
• Unfortunately neither you nor the student planned
  for it in advance.
• Sam was pleasant but had some problems
• You hastily decide to give him a High Pass
  grade.
• You meet with Sam but he is unhappy with your
  evaluation.

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Examples of Evaluation Pitfalls

• The Halo Effect Look beyond the surface and
  consider knowledge, skills, and attitude.
• Oops Take daily notes about your students
  performance (positive and negative).
• You never told me that! Discuss expectations
  and your criteria for evaluation early-on.
• But I needed Honors! Talk to the student
  about his/her goals and be sure they fit in your
  clinic setting.
• To pass or not to pass If your student is
  demonstrating marginal performance, contact the
  course director for guidance ASAP.
• The Lake Wobegon Effect More harm than good
  is done if ALL students receive Honors.

15
Written Evaluations

• Here are some examples of written evaluations
  that
• are helpful and not-so-helpful to the student

• Mary is doing about as well as can be expected
  given her level of training.
• Jon independently collected thorough history and
  physical information from patients today and
  presented the data to me in a clear,
  well-organized manner. He would benefit from
  reading about the most appropriate
  antibiotics for treatment of upper respiratory
  infections.

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Professionalism
Characteristics sought

• Arrives prepared and on time
• Professional appearance
• Demonstrates interest in learning
• Self-motivated learner
• Participates actively in rounds and conferences
• Demonstrates interest and/or participates in
  community activities
• Shows concern for patients and families
• Works collegially with staff and team
• Seeks and accepts feedback

YOU YOUR STAFF ARE ROLE MODELS!
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References Credits

• Sources of inspiration for this module include
• Portions adapted from Whitman, Neal. Creative
  Medical Teaching. Department of Family and
  Preventive Medicine, University of Utah School of
  Medicine, 1990.
• Portions adapted from the North Carolina AHECs
  Expert Preceptor Interactive Curriculum (EPIC),
  http//www.med.unc.edu/epic/welcome.htm
• Portions adapted from the Mountain Area Health
  Education Center Department of Continuing Medical
  Education and the Office of Regional Primary Care
  Education Preceptor Development Program,
  Evaluation Making it Work, http//www.mahec.net/c
  elt/acroread/Evaluation.pdf
• Portions adapted from Baldwin, C D Niebuhr, VN.
  Teaching Skills for Preceptors in the Community
  Setting A Self-Directed Continuing Education
  Package. Developed for the Robert Wood Johnson
  Generalist Physician Initiative at the University
  of Texas Branch. 1996, re-edited in 2004.

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The Community Physicians Role in Medical Student
Education
Providing Feedback and Evaluation
Post-Test and CME Credit Request Form

• This module authored by
• Pamela L. Hentschel, M.S.
• Office of Regional Medical Education
• University of Texas Medical Branch
• School of Medicine

Presentation Evaluation Form
Module Development Members of the Community
Faculty Development Coordinating
Committee Special appreciation to Michael
Ainsworth, M.D., Ingrid Bowden, Virginia
Niebuhr, Ph.D., Lisa Mignerey, Oma Morey, Ph.D.,
David Rassin, Ph.D., Gayani Silva, M.D.,
Ruthanna Ward, B.S.N.
Video Segments Courtesy of Jack Scott,
EdD Video performances by Toi Shelton Karen
Szauter, M.D.
End Show
Michael Ainsworth, MD Associate Dean for Regional
Medical Education 301 University Blvd
Galveston TX, 77555-0410 [phone]
mainswor_at_utmb.edu www.meded.utmb.edu/orme