Feedback on Teaching

Section 3: Assessment Activity

3 credits per hour

Rationale and Target Audience:

This tool is for you if you are seeking feedback on your teaching from students, colleagues or other health professionals. The feedback may help you identify future learning and / or continuous improvement opportunities.

	Guideline	Action	Example
1	Identify an area of your teaching practice you would like to improve	Choose an area of your teaching practice to assess.	I would like to: Assess my ability to facilitate simulation debriefing sessions and provide effective feedback to learners.
2	Identify performance question(s)	Identify specific performance question(s) you have about this area of your practice (e.g. clear communication with students, use of audio-visual tools, sharing of current literature etc.).	My specific question(s) is/are: Am I providing effective feedback to close important performance gaps? Am I using different debriefing frameworks in the ways they were intended?
3	Select one to three professional standards or criteria	Select one to three criteria/standards to compare your performance against (e.g., hospital/university guidelines on teaching, code of conduct, professional standards etc.)	I will compare how I currently perform simulation debriefing to: PEARLS framework Advocacy-Inquiry debriefing method Peer co-debrief
4	Assess your performance	Obtain feedback from students and/or trusted peers on one or more specific aspects of your teaching performance. Feedback can be shared through surveys, evaluation forms, interviews etc	The data sources that I will use to learn more about my current performance: Direct observation and feedback from peer co-debriefers. Anonymized simulation session evaluation forms from participants My debriefing fieldnotes (if available)
5	Compare your current performance with the standards	Review and analyze the data you collected about your performance in step #4 and compare it to the guidelines selected in step #3. This will help you identify gaps and learning opportunities.	My current performance vs. existing standards revealed that: I frequently self-direct the debriefing conversation rather than get learners to indicate important points to be covered or gaps they hope to address.
6	Discuss your findings with trusted peer(s)	Share and discuss your findings with trusted colleagues, peers, or mentors to get input and feedback on the gaps/opportunities you identified and plan for next steps.	I will collect and review feedback from: My co-debriefer colleague who observed my performance and participant evaluations.
7	Identify the next steps for practice improvement	Use the data and feedback you collected on your performance to identify the actions you will take to close the gap between your current performance (guideline #4) and your desired performance (guideline #5) (e.g. additional learning, modifications to a practice process etc.).	The self-assessment of my performance identified that: My current practice norm is to rely heavily on directive feedback during the debrief. Infrequent open-ended questioning allowing for deeper exploration into a learner’s cognitive frames influencing performance gaps (e.g. I noticed that…can you tell me a little bit about why you chose the XY technique?) Next Steps: In field notes write down at least 1 direct observation for deeper open-ended questioning. Incorporate additional learner driven discussion points (e.g. plus/delta method and having them identify what they think went well and what should be improved.)
8	Document this process and the outcomes in your MAINPORT ePortfolio	Time spent on steps 1 through 7 can be claimed under Section 3: Feedback on Teaching.	I spent 2 hours reviewing the feedback received from participant evaluations and colleagues, and created a plan of action for improvement. I will claim this activity in my MAINPORT account under Section 3: Feedback on Teaching

Reflection

What aspect(s) did the audit identify as done well?
What aspect(s) were recommended for improvement?
What specific actions (including additional CPD) are you planning to complete to respond to the areas of practice that could be improved?
What challenges, if any, do you anticipate in implementing these plans for improvement?

Use your reflections on these (or other similar questions) to record the outcomes on the feedback you received from a peer, colleague or health professional.

To claim MOC credit for this assessment activity, visit MAINPORT and complete the fields under Section 3: Feedback on Teaching for 3 credits per hour.