Feedback and Evaluation
Eugene Beresin, MD MA
Keith Baker, MD, PhD
Keith Baker MD, PhD, Gene Beresin MD MA, Mary Ellen Goldhamer MD, MPH
Wednesday February 25, 2015 - 3:30-5:30 pm TMEC 227
The Feedback and Evaluation Academy Interest Group is sponsoring this 2 hour session which will utilize lecture, audience response and small group discussion techniques to address elements of effective evaluation and feedback as well as barriers to delivering effective feedback. The plenary lecture will provide an overview of evaluation and feedback and will address the factors that determine whether an individual perceives feedback as either threatening or helpful. The importance of holding a learning orientation to construe feedback as helpful will be demonstrated. In addition, strategies to enhance an individual’s learning orientation will be discussed.
The second part of the symposium will address barriers to delivering effective evaluation and feedback. Participants will offer examples of the barriers that they encounter and these barriers will be compared to those found in the literature. The participants will then discuss a series of real cases from our medical education system, which demonstrate various barriers to effective feedback and evaluation. Finally, the participants will be educated on two specific strategies (mental contrasting and implementation intentions) for overcoming a barrier. Each participant will have an opportunity to create their own custom version of these strategies to overcome the single largest barrier that they encounter when giving feedback.
The HMS Academy Interest Group on Feedback and Evaluation has the following goals and objectives: (1) highlight the formative and summative means of providing feedback to medical students, residents and fellows regarding their performance in didactic settings, including lectures, seminars, small group tutorials, and in their clinical performance in rotations.; (2) highlight the formative and summative means of providing faculty peer feedback in the teaching roles in lectures, seminars, small group tutorials and in clinical rotations; (3) define the ways in which feedback and evaluation may be delivered, received and elicited in didactic and clinical settings; (4) provide local and national evidence-based instruments that may be used as guidelines in the formulation of feedback and evaluation; (5) make the instruments for feedback and evaluation available to the HMS community on the Interest Groups’ webpage; (6) provide an annotated bibliography of the best research and review papers on feedback and evaluation to the HMS community; (7) develop local teaching modules at HMS teaching hospital and mini-symposia for the HMS community on the best practices of feedback and evaluation of students, residents, fellows and faculty; (8) Provide the HMS community with an online module for students, residents, fellows and faculty for understanding and fostering giving, receiving and eliciting feedback; (9) coordinate with other HMS Academy Interest Groups that have relevance to feedback and evaluation, such as the group on Critical Thinking; Residents as Teachers and Peer Observation; (10) Facilitate the incorporation of effective means of feedback and evaluation in the New Curriculum Reform at HMS.
During the past year, the Feedback and Evaluation Group continued sharing best practice and discussion of relevant literature on feedback and assessment. The Interest Group focused on plans to develop materials online that could be disseminated to the broader HMS community in addition to supplementing the annotated bibliography and instruments posted on its Webpage. Jennifer Kesselheim, MD and Stephanie Jones, MD, took the lead in a project to develop a short PowerPoint presentation about giving and getting feedback that may be used by any faculty, residents, fellows or students. It is currently still in progress. New additions will include the means to elicit feedback in a mutual fashion in didactic and clinical settings.
The group continues to think about and discuss the utility of simulation, film clips and vignettes as part of online and real-time teaching modules on feedback.
This year, Keith Baker, MD, PhD, led an Interest Group Symposium March 6, 2014 on “An Approach to Evaluation and Feedback Designed to Improve Performance,” at HMS, TMEC 227.
This spring Jon Alpert is leaving the Interest Group as Co-Chair due to new administrative obligations at MGH, and we all very much appreciate his superb leadership and wisdom in this domain. We are delighted that his replacement as Co-Chair of the Interest Group will be Keith Baker, an internationally renowned expert in Feedback and Evaluation.
Plans are underway for consideration of our next mini-Symposium to be schedule for 2015.
HMS Psychiatry Clerkship Student Case Presentation Evaluation Form
HMS Psychiatry Clerkship Mid-Rotation Feedback Form
Measure developed for the psychiatry residents to rate their own competency using Cognitive Behavioral Therapy
Web-based Resident Evaluation General Form
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Baker, Keith. "A Paradigm shift in GME: Evidence and Principles from Cognitive Science Will Bring Change to How we Teach and Learn." 2009. Determining Resident Clinical Performance: Getting Beyond the Noise. Anaesthesiologist.2011.115:1-1
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Blackwell, L., Trzesniewski, K., and Dweck, C.S. 2007. Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development 78 (1): 246-263.
Brosvic, Gary M. "Acquisition and Retention of Esperanto: The Case for Error Correction and Immediate Feedback." The Psychological Record. 2006;56.
Cavalcanti, Rodrigo., Detsky, Allan. The Education and Training of Future Physicians: Why Coaches Can't Be Judges. JAMA. 2011. 306;9.
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Mangels, J. A., Butterfield, B., Lamb, J., Good, C. D., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience (SCAN).
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Mueller, C.M., & Dweck, C.S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
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