In the name of Allah, the most Compassionate ,The most merciful

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In the name of Allah, the most Compassionate ,The
most merciful

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CBLFeedback Giving

• An Action Plan for CBLFeedback
• Training Course for
• Clinical Lecturers of KMU
• Prepared by Asst. Prof. Dr. Saliha Nabizada
• ENT Specialist and Lecturer ,ENT Department
  Maiwand Teaching Hospital
• of KMU

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Cont

• Role of instructor as facilitator
• Learners striving to resolve question with no
  single right answer

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CBL process
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Why giving feedback?

• Feedback is an essential activity for helping
  trainees reach their maximum potential at their
  particular stage of training.
• It is an activity often omitted or done badly,
  but it is a skill that can be learned.
• Trainees may be unaware they are making mistakes
  or performing poorly
• (No one ever told me that my endoscopy reports
  were considered to be inadequate)

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Cont

• Feedback given badly can ruin a trainees
  confidence
• (That was awful you didn't listen)
• Giving constructive and frequent feedback is
  good for morals. Develops student competence and
  motivates the student.

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Feedback giving
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KMU in a glance
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CBL and Feedback for better students development
and training good doctors
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Teaching room in MTH
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OverviewBackground

• Since 1933 KMU underwent significant changes in
  every aspect
• Past 30 yrs war has badly damaged KMU
  infrastructure and human resources
• Now JICA assistance has brought tremendous
  changes in the development of already persisting
  teaching staffs.
• 34 KMU lecturers acquired new teaching skills in
  Japan.
• Ex-trainees committed to implement what they have
  learned.

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Current situation in KMU

• CBL is not practiced as a generally accepted
  teaching method in clinical departments of KMU
  teaching hospitals
• No clear understanding of CBL by untrained
  lecturers so the lack of interest and commitment
  in applying it
• Great gap of KSA of how to give constructive
  feedback is felt causing lack of development
  motivation of students and trainees.

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Cont

• There is a general need for better CBL teaching
  and KSA of how to give effective feedback in KMU
• For better professionalism and value of KMU
  lecturers as an aim, and motivation and active
  participation of students better services for
  patients as a whole to fill the gap we have
  GoalsObj as below

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Goals

• In the end of this training session participants
  should be able to acquire the necessary KSA
  employing CBL and giving feedback for better
  motivation of students and trainee doctors and
  for the improvement of health situation in
  Afghanistan through professional medical services.

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Objectives

1. The participants should be able to understand
   general ideas of CBL and feedback.
2. The participants to experience questioning in
   CBL.
3. The participants can be able to use constructive
   feedback in one to one teaching to develop
   attitudes and skills of students

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ContObj

• To describe when and where CBL is delivered
• The participants should be able to acquire good
  interpersonal and group communication skills
  through applying CBL and effective feedback.
• The participants will experience how to give
  feedback

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Target Group

• Totally 80 clinical lecturers of KMU divided to 4
  courses of 20 members of KMU clinical lecturers .
• Target beneficiaries KMU clinical lecturers as
  direct beneficiaries and KMU students and
  postgraduate trainee doctors as indirect
  beneficiaries and patients as receiver of their
  health services the final beneficiary.

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Time length of the training course

• Training program is one day session for 3.5
  hours. The trainings are organised in every 1.5
  months distance for a total of 80 KMU clinical
  lecturers of different clinical departments.

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Educational strategy

• Discussion in pairs (10) minutes What are
  characteristics of effective feedback? (at least
  5 characteristics) than compare with powerpoint
  in 3 slides
• Group discussion (30) minutes Write down CBL
  process 20 participants divided in 3 groups then
  compiling as one large group. The result be
  presented by presenter (compare with PowerPoint)

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Cont..

• Powerpoint lecture of 1 hour in 35 slides about
  CBL importance in clinical teaching and
  definition of feedback and its importance in
  student motivation.
• Practicing giving and receiving feedback in role
  plays.20 participants divided to 7 groups
  consisting of 3 participants (1 acting as
  trainer, 1 as trainee, 1 observer)

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Cont

• 1 playing positive or negative role according to
  the already prepared given scenario and one
  observer evaluates, in 8 minutes time each role
  play.
• Total assigned time is 60 minutes for 7 role
  plays according to the scenarios

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Implementation
S.no Training course Trainee lecturers Venue of training
1st training course 1st Feb 2008 20 Maiwand Teaching Hospital
2nd .training course 15th Mar 2008 20 Aliabad teaching Hospital
3rd training course 1st Apr 2008 20 Maiwand TH
4th training course 15th May 2008 20 Aliabad TH
Total 6 months 80
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Selection of Participants by HEAD Depts.
Training course ENT GS AbS TS Oph Paed PaedS RecS Derm Uro Imed Cth Endo Neuro S Neuro Ortho Total
1st.TC 2 3 2 2 2 3 2 2 2 20
2nd .TC 3 3 3 2 3 3 3 20
3rd.tc 2 3 2 2 2 3 2 2 2 20
4th.tc 3 3 3 2 3 3 3 20
Total 4 6 4 4 4 6 4 4 4 6 6 6 4 6 6 6 80
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Program activities schedules
Activity When Facilitator How
1 Opening ceremony 9.00-9.10 am Senior admin.staff of KMU speech
2 Characteristics of effective feedback 9.10-9.30 Dr.Barnayar Pair discussion
3 How do you do CBL? 9.30-10.00 Dr.Nabizada Group discussion
4 Importance of CBL and feedback in student development 10.00-11.00 Dr.Nabizada PowerPoint lecture
5 Practicing givingreceiving feedback 11.00-12.00 Dr.Nabizada 7.Role play according to the scenarios
6 Tea break conclusion 12.00-12.30 all
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Preparation Check list
Activity Responsible Budget Remarks
1 Theme Logo preparation EDC staff 20
2 Preparation of teaching printed material as lectures scenarios Dr. Nabizada EDC office 0 Internal resources
3 Preparation of venue with 25 chairs in confrence room Hospital admin staff
4 Tea, cups thermose and 2kg cookies EDC logistics 3
5 Powerpoint, computer flash, screen, camera EDC office 0
6 Flip chart 20 sheets for group discussion EDC logistics 0 Internal resources
7 Markers EDc logistics 0 Internal resources
8 4X4 size white paper 2 for each attendant EDC logistic 0 Internal resources
9 Gas stove EDC logistics 20
10 Total budget 43
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Assessment of the program

• By asking questions in the beginning, middle end
  of program by facilitator
• Giving feedback in role-plays
• Self assessment by observers
• Peer evaluation

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Probable Constraints

• Lack of Electricity
• Very cold weather causing transportation problems
  for some participants
• Lack of full cooperation of the teaching
  hospitals for accessibility of training space and
  introducing trainee doctors

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Precaution for constraints

• In case of probable constraints of space
  accessibility the program can be implemented in
  KMU conference room
• The time being flexible till better climate
  change
• For Lack of electricity provision of E-Generator

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Thank you for your attention.