Feedback is essential to improving trainee performance in cognitive, psychomotor, and affective domains. Yet instructors and learners consistently report different perceptions about whether they have given, or received, effective feedback. Additionally, instructors often voice perceived barriers to providing feedback, especially when it is regarded as negative and/or the learner’s reaction is unexpected. This course will provide participants with knowledge and skills to give effective verbal feedback, address learner reactions, and debrief feedback interactions. Participants will also obtain materials and methods to implement a version of this course customized for their own institutional needs. Educational objectives This course will provide participants with the knowledge and skills to:
1. Explain educational concepts relevant to effective feedback and methods to provide such feedback to trainees.
2. Identify and utilize opportunities to provide effective feedback to trainees, including ensuring that trainees are cognizant of having received feedback.
3. Manage and respond appropriately to a variety of trainee responses, particularly when negative or unexpected.
4. Conduct effective debriefing of interactions between instructors and trainees.
5. Implement knowledge and skills acquired in this course at their own institutions to teach effective feedback strategies to others.
|8:00 AM – 8:10 AM||Introductions|
|8:10 AM – 8:30 AM||Feedback Strategies and Framework|
|8:30 AM – 8:50 AM||Faculty Feedback Demonstration and Debrief|
|8:50 AM – 9:50 AM||Small Group Feedback Scenarios|
|9:50 AM – 10:00 AM||Break|
|10:00 AM – 10:20 AM||Large Group Debrief|
|10:20 AM – 10:50 AM||Strategies for Implementation at Home|
|10:50 AM – 11:00 AM||Course Evaluation|
The course will provide an opportunity for ASE members to gain skills in conducting and writing about qualitative research, something that most members, particularly those without formal training in education, have probably not had. The course would combine both presentation of information and tips regarding qualitative research and publication as well as active learning and application of these strategies. Workshop topics will include types of qualitative design, study methods, data analysis, writing about qualitative work, time for consultation on individual projects, and other topics determined by the invited course facilitator.
|Time – TBD||Topic|
|Qualitative vs Quantitative Research Paradigms|
|Approaches to Qualitative Research|
|Data Collection and Analysis Part 1|
|Data Collection and Analysis Part 2|
|Publishing and Appraising Qualitative Research|
|Evaluation of course|
*agenda subject to change
|7:00 AM – 7:15 AM||Intro-Nesbit Survey|
|7:15 AM – 7:45 AM||National Data on the Match-Intro to Career Advising Workshop|
|7:45 AM – 8:30 AM||NBME process-pulling back the curtain, intro for workshop|
|8:30 AM – 8:45 AM||break|
|8:45 AM – 9:45 AM||LCME-breakout sessions 4-5 facilitors groups|
|9:45 AM – 10:30 AM||How to survive Curriculum Change|
|10:30 AM – 10:45 AM||Break|
|10:45 AM – 11:15 AM||How to Change the traditional didactic-flipped classroom and beyond National Curriculum-update on ACS-how to use the curriculum, integrate it into your curriculum|
|11:15 AM – 12:00 PM||Lunch-Team building strategies between the CD, Associate/Assistant CD and CC|
|12:00 PM – 12:45 PM||Succession Planning|
|12:45 PM – 1:00 PM||Break|
|1:00 PM – 1:45 PM||Engaging residents and integrating students into the team|
|1:45 PM – 2:15 PM||Engaging medical students through social media|
|2:15 PM – 2:30 PM||Break|
|2:30 PM – 3:00 PM||How to be a champion for your department-lead faculty development-Managing up|
|3:00 PM – 3:30 PM||Writing good questions-How to write for students vs. residents|
|3:30 PM – 4:00 PM||Writing an Effective Letter of Recommendation|
|4:00 PM – 4:45 PM||Open Discussion|
|5:00 PM – 6:00 PM||Social Mixer with CD’s and CC’s|