Episode Length - 18:31
Establish feedback as an expected, frequent educational routine
Link feedback to the learners’ goals and to established learning objectives
Observe with efficiency—short, targeted observations for data collection
Focus feedback on your observations of specific, modifiable behaviors
Conduct timely conversations
Use the framework: Prepare to ADAPT: Ask–Discuss–Ask–Plan Together
Keep your feedback brief and digestible - limit to 1-2 main points each time
Plan future performance improvements with the learner
Episode Length - 19:09
The Eberly Center for Teaching Excellence and Educational Innovation brings pedagogical and technological issues together to support Carnegie Mellon faculty and graduate students in their roles as educators. CLIME encourages you to explore their site, which has resources related to designing and teaching courses, using technology for teaching, assessing teaching and learning, and designing and conducting education research.
Facilitator's notes from Dr. Christina Surawicz:
Medical students at UWSOM have reported episodes of mistreatment, for many years, with most related to gender. I created this podcast to educate faculty about the kinds of comments report by medical students, using real examples from a recent student survey. This podcast is a distillation of two hours of conversation with four current students. You will find the medical students to be thoughtful and articulate. Moreover they educated me that I am wrong about “well-meaning” comments. I hope you find the discussion and suggestions helpful. Feel free to contact me at surawicz[at]uw.edu.
Episode Length - 19:32