Lead(s): Barbara Pettitt, Michael Greenwald
Intended Learning Outcomes
(What should learners be able to do after the session?)
- Compare and contrast formative versus summative assessment
- Describe key components of effective written and oral feedback
- Describe how qualities of effective coaching can lead to effective feedback
- Describe two models for feedback dialogues:
- Ask-Discuss-Ask (Konopasek)
- R2C2 Model (Sargeant)
| Name | Areas of Expertise/Interest |
|---|---|
| Barbara Pettitt, MD | Giving feedback |
| Lisa Bernstein, MD | Clinical Teaching, Feedback |
| Melissa White, MD, MPH | Feedback and difficult conversations |
| Mike Greenwald, MD | Giving feedback |
Suggested Interactive Learning and Teaching Activities
- Role play providing feedback using the two models
- Video review with discussion of feedback given in video
- Contrast examples of written and oral feedback using case vignettes
References/Additional Readings
- Evidence-Informed Facilitated Feedback: The R2C2 Feedback Model - MedEdPORTAL: The R2C2 is an evidence-based reflective model for providing assessment feedback in residency education. It supports supervisors in engaging residents in a conversation about their assessment data and feedback.
- Teaching Resources - Emory Department of Pediatrics: A list of some training opportunities for those interested in learning more about medical education. These courses vary from brief workshops to extended scholarship certification programs.
- Targeted Feedback in the Milestones Era: Utilization of the Ask-Tell-Ask Feedback Model to Promote Reflection and Self-Assessment
Session Evaluation Tools
Evaluate a Learner Assessment & Feedback session
Acknowledgements
Thank you to those who came together to develop the intended learning outcomes and list of suggested interactive learning and teaching activities:
- Michael Greenwald
- Barbara Pettitt
- Melissa White