Feedback: How to Ask for It

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FeedbackHow to Ask for It
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Feedback ? Evaluation
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Feedback

• Formative
• Timely
• Allows the student to remain on course reaching a
  goal
• Neutral
• Should be full of verbs and nouns (You did not
  listen to the S3 with the bell of the
  stethoscope)

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Evaluation

• Summative
• Occurs after the fact
• Represents judgment about how well or poorly the
  student met the goal
• Adverbs and adjectives
• Clerkship Narrative (This student has
  outstanding clinical skills.)

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Recognize Feedback When it Occurs

• May be imbedded in teaching
• At the bedside, student may perform abdominal
  exam and then attending says, let me show you
  how I like to feel the spleen.
• You complete your presentation on a patient
  coming in with headaches and the attending asks,
  Did you do a neurological exam?

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Who should you ask?
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• Attendings
• Residents
• Interns
• 4th year students- useful for the situation I
  cant ask for feedback on something I should
  already know.
• Remember some are better than others. Take
  advantage of people that are good at giving
  feedback. Make the others better by asking for
  feedback correctly!

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When should you ask?
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• Immediate is best
• Ask for feedback sooner rather than later. Your
  attending will not remember your presentation
  from yesterday and you probably wont either.
  Instant feedback in front of your colleagues is
  best, though awkward at first M4

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• It has to be ongoing or at least given at a time
  to allow the student ample opportunity to work on
  his or her areas of weakness. M4

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• Prime your teacher
• After I present the patient I admitted last
  night, can you give me some feedback on my HPI?

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• Typically around ½ way through my time with an
  attending/resident, Id say something along the
  lines of, hey, so Im about half way through my
  time here with you If you have five minutes
  today or tomorrow do you think we could sit down
  and you could give me some feedback? M4

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• Some people are dying to sit down and give you a
  feedback session but they can end up quite
  abusive when you have to listen to someone
  line-item your flaws one by one. So I never ask
  for them any more. M4

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How should you ask?
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Be Specific!

• When I ask, is there anything you feel I can
  improve on?, I tend to get a no, youre doing
  fine type of answer However, when I say, what
  can make my presentation better? I usually get a
  useful answer. M4
• Dont ask, how am I doing so far? You will
  get very broad and useless answer in return.
  Ask, how was my cardiac exam?M4

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• Confidence is key to doing well in your third
  year. Asking for feedback may reflect a lack of
  confidence. M4

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• Asking for feedback can sometimes make you feel
  like you are not trying to improve on your own.
  However, I feel like I get a better message
  across when I include how hard Ive been working
  on something to improve it. M4

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Examples

• Even though Ive read about my patients and the
  disease process, the assessment/plan part of my
  notes is not as good as I want it to be. What do
  you think I can do differently to make it
  better? M4
• Ive been pretty comfortable with my suturing
  when I practice at home. From what youve seen in
  the OR, what should I focus on to improve my
  technique? M4

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Its YOUR job to know what you need help with

• When doing a spinal tap Im comfortable with
  everything up to the point of getting the needle
  into the intervertebral space. Can you help?
• You will get what you need and your teacher will
  give better feedback

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Summary

• Feedback is NOT evaluation
• Timely
• Prime the teacher
• Know what you want help with
• Ask a good questionBE SPECIFIC