Step 1: Establish Rapport
It’s tempting to jump right into feedback with learners, but it’s more effective to establish rapport first. When you first start working with a learner, take a few minutes to introduce yourself and ask about a learner's interests and prior experiences. Take advantage of travel time between patients or classes to have “hallway chats.” Use these moments to promote a trusting teacher-learner relationship. Avoid attempting to provide feedback before establishing rapport. It only takes a few minutes but makes a big difference.
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Step 2: Establish Goals
Ask your learners about their goals and review your own goals for them. Together, connect these specific and achievable goals to the rotation/course, a particular day, or an identified patient encounter.
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Step 3: Set the Time
While generally feedback should be timely to your observations, consider delaying immediate feedback if there has been an error, emotions are running high, or you or the learner are fatigued.
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Step 4: Signpost
It is very common for learners to think they have not been offered feedback when they really have. They need a verbal cue. Use the “F” word: “I want to give you some feedback.”
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Step 5: Apply a Model
ADAPT (from Johnston S, Pauwels J and colleagues; U WA.) is a recommended feedback model, one that enables you to plan for and structure your feedback, and therefore increase its probable efficacy. The ADAPT models is as follows:
Ask |
Be an active listener and reflect back.
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Discuss |
Discuss the learner’s self-assessment
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Ask |
Be mindful of how much talking you are doing. The trainee should be self-assessing during your meeting. Ask:
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Plan Together |
Create action plan together.
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