Welcome back.
We are now going to cover some of the major concepts,
concepts that we saw in the, in the videos and
that Jocelyn and I discussed to review the important points of feedback.
The first one is that it needs to be timely.
We need to make sure that we provide feedback in approximate time to
the performance that was provided.
If you tell them a week later or
a month later, they're not going to remember what they were doing.
And so make sure that the feedback that you're providing is timely.
The next thing is that it needs to be based on personal observation.
It is not your role to say everyone in the department thoughts that,
thought that you were bad at procedures.
It, that's not your role.
It's the role of the supervisor or the residency director,
whoever is responsible for the final evaluation of that learner.
And so the, the feedback that we need to provide should be
based on personal observation and should probably start with, I saw or I noticed or
something in that personal sense.
That says that it was based on personal observation.
The next thing is that needs to be clearly labelled as feedback.
That's part of the disconnect between residents thinking that they're feed,
getting feedback or
not thinking they're getting feedback and faculty providing feedback, so make sure
that you clearly label the feedback as feedback in the sessions that you provide.
The next thing is that it needs to be descriptive.
It should be, using labels.
That are relatively non judgemental.
That are descriptive in the process that they're doing.
And so communication might be empathetic.
It might be insightful.
It might be, Directed, but those, these are the things that you want to be
using in the, in the feedback that you are providing.
The next thing is that it needs to be constructive.
It's important not to destroy the ego or the psyche of the learner so
that they can't learn and they can't listen, and
it needs to be constructive to build an improvement in performance.
The next thing is it needs to be specific, something of.
That was the worst performance that I've ever seen is both judgmental in
general and will not help them improve.
However, if you say specifically I notice that your gloves were too large, or
that the sterile field was not kept because you did this with your catheter,
then they will actually be able to do something to improve.
We tend to say, nice job, poor job.
But in gross generalities, not specific enough for
the learner to be able to improve.
So be very intentional about making sure that the information that
you're providing is specific enough to be able to act on.
The next thing is it needs to be non-judgemental.
If you're getting a lot of judgement,
like Judge Judy, then they're not going to be likely to listen.
They're going to close down and not think about what you're saying, but
just think about the defence of what the performance they did is.
It is better to simply do observational, that ie, the sterile field was not.
Kept rather than you are a bad finish, physician because you can't keep the seril
field, so try to be non-judgmental in the feedback that you're providing.
The next thing is it needs to be balanced.
In a few minutes we'll talk about the feedback sandwich, both good and bad.
But what I men here is that it should be balanced between what is done well and
what is done.
