Overcoming Fear of Feedback: Engaging for Improved Performance and Relationships
Purpose
Provide framework and guidance for students, CIs and CCCEs for embracing feedback as a positive part of professional growth.
Methods and/or Description of Project
Physical Therapists are experts at using feedback and coaching to assist patients in overcoming movement dysfunction. When it comes to providing feedback to and receiving feedback from our students, it can induce fear and avoidance. This outcome is often as result of lack of knowledge and tools to perform feedback for positive change. The presentation utitlizes lecture, seminar style discussion with participants and case studies to introduce strategies for using all types of feedback (appreciation, objective observation, coaching and ranking) throughout the clinical internship when things are going well and when performance requires improvement.
Results/Outcomes
Upon completion of the course, participants will have tools to share with students and Clinical partners to enhance the CI-student relationship to maximize learning opportunities.
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
This educaiton section is relevant to the theme: Strengthening Clinical Reasoning and Inter-professional Skills during Internships
References
1. Henry JN. Using Feedback and Evaluation Effectively in Clinical Supervision: Model for Interaction Characteristics and Strategies. Phys Ther. 1985; 65:354-357
2. Muniute-Cobb EI, Alfred MV. Learning from evaluation by peer team: a case study of a family counseling organization. Inter J of Training and Dev. 2010/ 14(2):95-111.
3. Greenfield BH, Bridges PH, Hoy S, Metzger R, Obuaya G, Resutek L. Exploring experienced clinical instructors experiences in physical therapist clinical education: a phenomenological study. J Phys Ther Educ. 2012;26(3):40-47.
4. Hayes KW, Huber G, Rogers J, Sanders B. Behaviors that Cause Clinical Instructors to Question the Clinical Competence of Physical Therapy Students. Phys Ther. 1999; 79:653-667
5. Willgens AN, Sharf, R. Failure in Clinical Education: Using Mindfulness as a conceptual framework to explore the Lived Experiences of 8 Physical Therapists. J Phys Ther Educ. 2015. 29:70-80.
6. Stone D, Heen S. Thanks for the Feedback: The science and art of receiving feedback well. Penguin Books 2015.
7. Zander RS, Zander B. The Art of Possibility: Transforming Professional and Personal Life. Penguin BOoks 2002.
8. Brown, B. Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Gotham 2012.
9. Davis,C. (n.d.). Patient Practitioner Interaction (5th edition). Slack.
10. Bullying and Mobbing in the Workplace (n.d.) Lecture Valerie Fennell
11.The Three Dominant Styles of Communication: Passive, Aggressive and Assertive. (n.d.) Retrieved October 1st,2015
Course Objectives
1. Differentiate feedback: appreciation, objective observation, coaching and ranking
2. Examine the barriers to the feedback process at the individual and workplace levels
3. Perform self-reflection as a tool to better peer and student feedback. Identify strategies for ongoing self-reflection for increased performance.
4. Evaluate components of successful feedback and how they apply to students and Clinical Instructors and when they are best applied
5. Illustrate specific tools for performing quality feedback and apply to real world examples using case studies and discussion examples from participants
Instructional Methods
1. Lecture
2. Self-Reflection
3. Discussion
4. Case Studies
5. Group problem solving with participant provided examples
Tentative Outline/Schedule
20 Minutes: Introduction, Define Feedback: Identify global barriers to feedback, Review tools for improving the feedback process
30 Minutes: Integrate into the clinical supervision framework: Enable a helping relationship, determine cause for poor performers and use feedback to faciliate improvement
40 Minutes: Discussion/Seminar: Case Studies, Group Problem Solving, Conclusion/Q and A