01.08 - Debrief of Providing Feedback

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En provenance du cours de University of Michigan

Teaching and Assessing Clinical Skills

132 notes

University of Michigan

Teaching and Assessing Clinical Skills

132 notes

The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills.

À partir de la leçon

UNIT 1 - PROVIDING FEEDBACK

The objectives for this module are that after you actively engage in the activities, you will be able to 1: Understand the importance of feedback and the barriers to providing feedback. 2: Provide effective feedback to learners.

01.00 - Unit 1 Introduction 1:13

01.01 - What is Feedback?3:43

01.02 - What is Important About Feedback? 6:23

01.03 - What is Difficult About Feedback? 6:30

01.04 - Pediatrics History-taking Feedback1:31

01.05 - Debrief of Pediatrics History-taking 3:57

01.06 - RIME and ACGME 3:17

01.07 - Providing Feedback1:48

01.08 - Debrief of Providing Feedback 2:27

01.09 - Wrap-up - Video Discussion8:21

01.10 - How to Provide Feedback 10:01

01.11 - Lumbar Puncture Procedure Roleplay1:58

01.12 - Debrief of Lumbar Puncture Video 4:11

01.13 - Anesthesia Case Feedback1:03

01.14 - Debrief of Anesthesia Case Feedback 3:53

01.15 - Wrap-up 0:56

Rencontrer les enseignants

Sally Santen, M.D., Ph.D.
Associate Professor - Emergency Medicine
University of Michigan Medical School

Great, welcome back.

Okay Joslyn, what do you think about this video?

>> You know, I think the instructor really cared about this learner,

she sat down with him, took some time with him, and

had a very gentle demeanor, and I think that the learner really appreciated that.

So I think that went well.

What did you think?

>> Yeah, I agree. I mean, it sounds like he really kind of

messed up, and yet, by her tone, you hear her, just very calm and managing it in-

>> Mm-hm. >> A way that I think is important,

as a commitment to him.

I worry a little bit about does he understand that this

was a problematic procedure.

And understand the gravity of it?

But in the end I think that he, I think he did.

What do you think?

>> Yeah she did a great job of eliciting his perspective and finding out what he

thought he could do better because I think he listed several things on his own.

>> Mm-hm.

>> And it did sound like it did not go well-

>> Mm-hm.

>> But he recognized that.

I'm not sure that she acknowledged that he was on the right track.

>> Yeah, I think you're right.

>> You know, because I was thinking he listed several things that

he could improve on, that he could improve on the plan.

Preparing beforehand.

Reading up on the anatomy beforehand.

And then ask for help.

>> Mm-hm.

>> But the only thing she said was yes.

She should ask for help.

>> Yeah.

>> So he's left not knowing whether he should review the anatomy or not.

>> Yeah I agree, I agree.

But, I thought she was actually quite masterful about how she walked him

through it.

>> Mm-hm. >> What would you think and, and so

that step by step along the way, so that they both had a clear understanding and

kind of a shared mental model of what they thought it was.

So that in the end, I think that they came to a,

a good, a good understanding for that.

But I try to think about the things that she might do differently.

Like putting a time frame on when she needs to hear back from him?

>> Mm-hm. >> So

that he's got some sense of an action plan?

As you know, the set of specific goals in time reference tolls.

So that, so

that he knows when he needs to come back and say that things are better or worse-

>> Yeah. >> And get some feedback.

>> Yeah.

>> because he had come up with his own plan of reviewing the anatomy,

maybe something concrete as I will review the anatomy by next week.

>> Yeah. >> Or something like that.

>> Yeah so that she can make sure that, that they have done.

Yeah, I agree.

But in, but in general I thought it was a really good feedback.

>> Yeah. >> Great, thanks.

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