1

In the name of Allah, the most Compassionate ,The most merciful

2

CBL&Feedback Giving

An Action Plan for CBL&Feedback Training Course: for Clinical Lecturers of KMU

Prepared by: Asst. Prof. Dr. Saliha Nabizada ENT Specialist and Lecturer ,ENT

Department Maiwand Teaching Hospital of KMU

3

4

Cont…

Role of instructor as facilitator Learners striving to resolve

question with no single right answer

5

6

CBL process:

7

8

Why giving feedback? Feedback is an essential activity for

helping trainees reach their maximum potential at their particular stage of training.

It is an activity often omitted or done badly, but it is a skill that can be learned.

Trainees may be unaware they are making mistakes or performing poorly

(No one ever told me that my endoscopy reports were considered to be inadequate)

9

Cont…

Feedback given badly can ruin a trainee’s confidence

(That was awful you didn't listen) Giving constructive and frequent

feedback is good for morals. Develops student competence and motivates the student.

10

Feedback giving

11

KMU in a glance

12

CBL and Feedback for better students development and training

good doctors

13

Teaching room in MTH

14

Overview:Background Since 1933 KMU underwent significant

changes in every aspect Past 30 yrs war has badly damaged KMU

infrastructure and human resources Now JICA assistance has brought tremendous

changes in the development of already persisting teaching staffs.

34 KMU lecturers acquired new teaching skills in Japan.

Ex-trainees committed to implement what they have learned.

15

Current situation in KMU CBL is not practiced as a generally

accepted teaching method in clinical departments of KMU teaching hospitals

No clear understanding of CBL by untrained lecturers so the lack of interest and commitment in applying it

Great gap of KSA of how to give constructive feedback is felt causing lack of development & motivation of students and trainees.

16

Cont… There is a general need for better CBL

teaching and KSA of how to give effective feedback in KMU

For better professionalism and value of KMU lecturers as an aim, and motivation and active participation of students better services for patients as a whole; to fill the gap we have Goals&Obj as below:

17

Goals:

In the end of this training session participants should be able to acquire the necessary KSA employing CBL and giving feedback for better motivation of students and trainee doctors and for the improvement of health situation in Afghanistan through professional medical services.

18

Objectives:

1. The participants should be able to understand general ideas of CBL and feedback.

2. The participants to experience questioning in CBL.

3. The participants can be able to use constructive feedback in one to one teaching to develop attitudes and skills of students

19

Cont…Obj

4. To describe when and where CBL is delivered

5. The participants should be able to acquire good interpersonal and group communication skills through applying CBL and effective feedback.

6. The participants will experience how to give feedback

20

Target Group: Totally 80 clinical lecturers of KMU

divided to 4 courses of 20 members of KMU clinical lecturers .

Target beneficiaries: KMU clinical lecturers as direct beneficiaries and KMU students and postgraduate trainee doctors as indirect beneficiaries and patients as receiver of their health services the final beneficiary.

21

Time length of the training course:

Training program is one day session for 3.5 hours. The trainings are organised in every 1.5 months distance for a total of 80 KMU clinical lecturers of different clinical departments.

22

Educational strategy: Discussion in pairs (10) minutes: What

are characteristics of effective feedback? (at least 5 characteristics) than compare with powerpoint in 3 slides

Group discussion (30) minutes: Write down CBL process: 20 participants divided in 3 groups then compiling as one large group. The result be presented by presenter (compare with PowerPoint)

23

Cont.. Powerpoint lecture of 1 hour in 35

slides about CBL importance in clinical teaching and definition of feedback and its importance in student motivation.

Practicing giving and receiving feedback in role plays.20 participants divided to 7 groups consisting of 3 participants (1 acting as trainer, 1 as trainee, 1 observer)

24

Cont…

1 playing positive or negative role according to the already prepared given scenario and one observer evaluates, in 8 minutes time each role play.

Total assigned time is 60 minutes for 7 role plays according to the scenarios

25

Implementation:

S.no Training course

Trainee lecturers

Venue of training

1st training course

1st Feb 2008

20 Maiwand Teaching Hospital

2nd .training course

15th Mar 2008

20 Aliabad teaching Hospital

3rd training course

1st Apr 2008

20 Maiwand TH

4th training course

15th May 2008

20 Aliabad TH

Total 6 months 80

26

Selection of Participants by HEAD Depts.:

Training course

ENT

GS AbS

TS Oph

Paed

PaedS

RecS

Derm

Uro

Imed

Cth

Endo

NeuroS

Neuro

Ortho

Total

1st.TC

2 3 2 2 2 3 2 2 2 20

2nd .TC

3 3 3 2 3 3 3 20

3rd.tc

2 3 2 2 2 3 2 2 2 20

4th.tc

3 3 3 2 3 3 3 20

Total

4 6 4 4 4 6 4 4 4 6 6 6 4 6 6 6 80

27

Program activities & schedules:Activity When Facilitator How

1 Opening ceremony 9.00-9.10 am

Senior admin.staff of KMU

speech

2 Characteristics of effective feedback

9.10-9.30 Dr.Barnayar

Pair discussion

3 How do you do CBL? 9.30-10.00 Dr.Nabizada

Group discussion

4 Importance of CBL and feedback in student development

10.00-11.00 Dr.Nabizada

PowerPoint lecture

5 Practicing giving&receiving feedback

11.00-12.00 Dr.Nabizada

7.Role play according to the scenarios

6 Tea break& conclusion

12.00-12.30 all

28

Preparation Check list:Activity Responsible Budget Remarks

1 Theme & Logo preparation EDC staff 20$2 Preparation of teaching

printed material as lectures & scenarios

Dr. Nabizada & EDC office

0 Internal resources

3 Preparation of venue with 25 chairs in confrence room

Hospital admin staff

4 Tea, cups & thermose and 2kg cookies

EDC logistics 3$

5 Powerpoint, computer flash, screen, camera

EDC office 0

6 Flip chart 20 sheets for group discussion

EDC logistics 0 Internal resources

7 Markers EDc logistics 0 Internal resources

8 4X4 size white paper 2 for each attendant

EDC logistic 0 Internal resources

9 Gas stove EDC logistics 20$10 Total budget 43$

29

Assessment of the program: By asking questions in the

beginning, middle &end of program by facilitator

Giving feedback in role-plays Self assessment by observers Peer evaluation

30

Probable Constraints:

Lack of Electricity Very cold weather causing

transportation problems for some participants

Lack of full cooperation of the teaching hospitals for accessibility of training space and introducing trainee doctors

31

Precaution for constraints:

In case of probable constraints of space accessibility the program can be implemented in KMU conference room

The time being flexible till better climate change

For Lack of electricity provision of E-Generator

32

Thank you for your attention.