Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11FEEDBACK TOOL-KIT 2. Elements of effective feedback Effective feedback is dynamic, interactive and can improve performance and motivation. Supervisors might have concerns that giving feedback is time consuming, repetitious, difficult when performance is poor, and could potentially cause tension in the supervisory relationship. The tips below will help supervisors to make the feedback effective. Giving feedback Tips to increase the usefulness of feedback include: Frequent - Feedback should be given regularly Timely – Ideally, feedback should be given close to the time of observation rather than later Appropriate – Feedback should be matched to the learners expected level of skill / knowledge Behaviour specific – Feedback is given about the observed behaviour rather than the person Balanced – Feedback should include both positive and corrective components Interactive – Feedback should be an interactive exchange between teacher and learner Constructive – Feedback should include solutions for areas of weakness and the learner should be involved in negotiating an action plan for ongoing learning and follow-up ?" Labelled – Ensure your learner understands that you’re giving feedback by labelling it. Otherwise the message may be lost. (eg. Can I give you some feedback?) Appropriate setting – Positive feedback is effective when highlighted in the presence of patients or peers, but corrective feedback should be given in a more private setting BAD: If you weren't so lazy you would have been prepared for the ward round GOOD: “The ward round took longer than usual because you were under-prepared." BAD: Your performance is poor GOOD: Your time management skills will require some improvement before the next review. Would you agree to keeping a diary of your acitivities so that we can see where your time goes and how you might be able to prioritise more effectively"