Objective/ Background: Obtaining and responding to student feedback from medical school courses is an LCME requirement. Much has been said about how to give effective feedback to learners. However, as feedback receivers, we only have control of how to make the most of the feedback given.
Methods: This workshop will briefly review the pertinent LCME standards and the evidence around bias in course evaluations. We will then briefly teach a five-step process for responding to student feedback: pause, set boundaries, find one true thing, look for patterns, and phone a friend. As a group, we will respond to different cases of student feedback, practicing the skills of setting boundaries, finding one true thing, and looking for patterns.
Results: As a result of completing this round table, participants will be able to describe a process for managing the initial emotional response to student feedback, outline a method for transforming student feedback into continued professional and pedagogical development, and apply a process for utilizing and understanding student feedback.
Conclusion/ Discussion: Participants will be empowered by shifting the focus from the imperfections of the feedback givers and feedback given to the finding the pearls in learner feedback. By addressing bias and harnessing the power in truth that can be found, feedback can enhance educational opportunities.
Topics: Faculty Development Seminar, 2024, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, GME, CME, UME, Quality & Safety,
