A main learning component of skills and competencies is feedback.   As instructors, when a learner makes a mistake, we jump to the conclusion we know why the learner erred without inquiring about the learner’s thought-processes. “Frame-based” feedback is a strategy to avoid this feedback error and to teach more effectively and efficiently. In an excellent article* about frame-based feedback the authors suggests three quick steps to provide effective feedback while avoiding our own cognitive biases: 1) Provide initial and specific feedback on what you observed; 2) Inquire as to what the learner’s ‘frame of mind’ was; 3) match teaching points with the learner’s frames.

While no one wants to make a mistake and no one wants their mistake pointed out to them, without constructive feedback the learner loses opportunities to improve. As we continue to move toward milestones and competencies in assessment for medical education, we should focus on providing formative feedback to our learners.  

 

Blog author:

Megan M. Haak, MA
Program Manager II
Graduate Medical Education
Medical College of Wisconsin Affiliated Hospitals (MCWAH)
Medical College of Wisconsin

#MedEdPearls

#MedEdPearls Team:
Jean Bailey, PhD – Virginia Commonwealth University School of Medicine
Carrie Bowler, EdD, MS, MLSCM (ASCP) – Mayo Clinic School of Continuous Professional Development
Kristina Dzara, PhD, MMSc (Educators ’16; Assessment ’16; HCE 2.0 ’17) – Saint Louis University School of Medicine
Shanu Gupta, MD, SFHM – University of South Florida Morsani College of Medicine and Tampa General Hospital
Jennifer Hillyer, PhD – Northeast Ohio Medical University 
Larry Hurtubise, PhD, MA (HCE 2.0 '16) – The Ohio State University
Anna Lama, EdD, MA – West Virginia University School of Medicine
Machelle Linsenmeyer, EdD, NAOME (Assessment ’07) – West Virginia School of Osteopathic Medicine
Skye McKennon, PharmD, BCPS, ACSM-GEI – Washington State University Elson S. Floyd College of Medicine
Rachel Moquin, EdD, MA – Washington University School of Medicine 
Stacey Pylman, PhD – Michigan State University College of Human Medicine
Leah Sheridan, PhD – Northeast Ohio Medical University
Lonika Sood, MBBS, MHPE – Washington State University Elson S. Floyd College of Medicine
Mark Terrell, EdD – Lake Erie College of Osteopathic Medicine
Stacey Wahl, PhD – Virginia Commonwealth University School of Medicine