WS9 - 05: GIVING VERBAL FEEDBACK (AND HOW TO RECEIVE THE RESPONSES)
Megan E Miller, MD1, Barbara J Pettitt, MD2, Michael Hulme, PhD3, John T Paige, MD4, Nancy Schindler, MD, MHPE5, James C Rucinski, MD6; 1Case Western Reserve University Cleveland Medical Center, 2Emory University, 3Wake Forest School of Medicine, 4Louisiana State University, 5NorthShore University HealthSystem, 6New York Presbyterian Brooklyn Methodist Hospital
Committee on Graduate Surgical Education, The Committee on Faculty Development, The Committee on Assessment and Evaluation & The Committee on Simulation
A collaborative workshop presented by the Faculty Development, Assessment and Evaluation, Simulation, and Graduate Surgical Education Committees.
Background: Giving effective feedback, both written and verbal, is perhaps the most essential skill to improve teaching and enhance learning. Time constraints, perceptions of how learners receive negative feedback, and lack of experience can deter faculty from attempting this critical step in the development of surgical learners. However, providing effective feedback is a skill that can be learned! The approach to written narrative feedback was addressed in a Faculty Development Committee workshop at Surgical Education Week 2017. This workshop will provide a practical approach to verbal feedback, both formative and summative, for faculty evaluators.
Purpose: By the end of the workshop, participants will be able to:
1) describe effective methods to give verbal feedback to surgical trainees and students
2) anticipate various responses to verbal feedback and respond appropriately
3) implement a faculty development session incorporating an OSTE (Objective Structured Teaching Exercise) to teach effective feedback skills
Audience: ASE members actively involved in the evaluation of adult learners in surgery.
Activity: This workshop will focus on providing verbal feedback to trainees and students, as well as responding to reactions and emotions (including defensiveness, anger, enthusiasm, apathy) that the instructor may encounter. After reviewing elements of effective feedback, a framework and practical tools for giving and receiving feedback will be introduced. Using scripted scenarios, each participant will complete an OSTE as the giver and receiver of feedback. Participants will also act as critical observers of a giver/receiver pair and provide feedback to colleagues on their feedback skills. We will discuss challenges of verbal feedback, and share strategies for successful delivery. Finally, workshop leaders will discuss how a faculty development session to improve feedback skills can be implemented at a home institution. We will share sample proposals, required resources, example scripts, feedback tools, and session evaluations.
Outcomes: Participants will leave with practical skills to provide effective verbal feedback to surgical learners. Additionally, they will obtain valuable tools and strategies to share with other faculty at their home institution interested in developing effective feedback skills.