Educational Principles: Difference between revisions
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https://journals.sagepub.com/doi/10.3102/0034654307313795 | == <b>Debriefing Format</b> == | ||
Sitting in a calm, quiet (away from others) space with student nearer to (open) door (so as not to block exit). "Is this a good time to debrief?" | |||
How did the day go? Why? (Themes: good information gathering, planning [primary/contingency], communication, situation awareness, attention to flow) | |||
What went well? What 2 things will you keep in your repertoire “basket.” | |||
What didn’t go so well? Name something you’ll leave out of your basket. | |||
What else about today comes to mind? | |||
What can I (as an educator/supervisor) do differently? (Theme: teaching, support, independence) | |||
Key question: Are you a different anesthesiologist now than you were at 7am? | |||
[https://bjaed.org/article/S2058-5349(20)30140-2/fulltext Being a good educational supervisor] | |||
[https://journals.sagepub.com/doi/10.3102/0034654307313795 Focus on Formative Feedback] | |||
[https://www.bjanaesthesia.org/article/S0007-0912(21)00801-1/fulltext Validity evidence for the Anesthesia Clinical Encounter Assessment (ACEA) tool to support competency-based medical education - British Journal of Anaesthesia] | |||
[https://resources.wfsahq.org/uia/volume-36/ WFSA: Education for anaesthesia providers worldwide] | |||
[https://drive.google.com/drive/folders/1_3WKWx4A4kLgHGa_eP9RJA1oF1WER95N Article list on Educational principles in anesthesia] | |||
[https://www.atsjournals.org/doi/full/10.1164/rccm.2405004 Mentoring:Seven Roles and Some Specifics] | |||
[https://pubmed.ncbi.nlm.nih.gov/36871486/ Perceptions and goals of preoperative planning conversations between anesthesiology residents and attending physicians] | |||
[https://pubmed.ncbi.nlm.nih.gov/30806363/ Approach to Handling a Problem Resident] | |||
[https://pubmed.ncbi.nlm.nih.gov/17476606/ A general framework for approaching residents in difficulty] | |||
[https://pubmed.ncbi.nlm.nih.gov/28688967/ Personality Factors Associated With Resident Performance: Results From 12 Accreditation Council for Graduate Medical Education Accredited Orthopaedic Surgery Programs] | |||
[https://pubmed.ncbi.nlm.nih.gov/24838321/ Resident remediation, probation, and dismissal basic considerations for program directors] | |||
[https://pubmed.ncbi.nlm.nih.gov/33124073/ The "Difficult Learner" in anesthesiology: Challenges, pitfalls, and recommendations] | |||
[https://pubmed.ncbi.nlm.nih.gov/21966046/ The Flexner Report--100 years later] | |||
[https://www.bjanaesthesia.org/article/S0007-0912(23)00257-X/fulltext Evolution of the feedback conversation in anaesthesia education: a narrative review] | |||
[https://pubs.asahq.org/monitor/article-abstract/87/12/31/139411/Providing-Effective-Feedback-to-Residents Providing Effective Feedback to Residents] | |||
[https://www.nejm.org/doi/full/10.1056/NEJMp2313304 What Is a Mentor?] | |||
[https://www.bmj.com/content/387/bmj-2024-080924 Coaching inexperienced clinicians before a high stakes medical procedure: randomized clinical trial] [https://www.bmj.com/content/387/bmj.q2747 Editorial] | |||
[https://journals.lww.com/academicmedicine/abstract/9900/three_good_questions_for_faculty_and_their_mentors.1082.aspx Three Good Questions for Faculty and Their Mentors in Support of Academic Career Development] | |||
[https://pubmed.ncbi.nlm.nih.gov/40364937/ A scoping review of feedback features during clinical education for anaesthesia trainees] | |||
[https://pubmed.ncbi.nlm.nih.gov/28177958/ Feedback for Learners in Medical Education: What Is Known? A Scoping Review] | |||
[https://www.nejm.org/doi/full/10.1056/NEJMra2408797 Educational Strategies to Prepare Trainees for Clinical Uncertainty] | |||
[https://journals.lww.com/anesthesiaclinics/fulltext/2026/06410/teaching_techniques_of_the_21st_century_.9.aspx Teaching Techniques of the 21st Century: Simulation, Virtual Reality, and Beyond] | |||
[https://www.bjanaesthesia.org/article/S0007-0912(25)00641-5/fulltext Using entrustment-supervision scales in anaesthetic assessments] | |||
[https://journals.lww.com/anesthesiology/fulltext/9900/simulation_beyond_residency__a_call_to_action_for.897.aspx Simulation beyond Residency: A Call to Action for Anesthesiology Leaders and Perioperative Teams] | |||
[https://journals.lww.com/anesthesiologyopen/fulltext/2026/01000/calibrating_critical_feedback__the_three_zones_of.10.aspx Calibrating Critical Feedback: The Three Zones of Learner Response] | |||
[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty] | |||
<b>ASK-TELL-ASK</b> | |||
:The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students. | |||
• The strengths of this model: | |||
:• learner-centered | |||
:• fosters students' self-assessment skills | |||
:• increases students' accountability for learning | |||
:• encourages preceptors to provide specific feedback | |||
:• can be used across a variety of settings | |||
<b>PENDLETON'S RULES</b> | |||
:• Clarify any points of information | |||
:• Ask the student to identify what went well | |||
:• The facilitator and observers to also comment on what went well | |||
:• Ask the student to comment on what could be improved | |||
:• The facilitator and observers to also comment on what could be improved | |||
:• Designed to make feedback balanced, learner-centered, and constructive. | |||
:• It's commonly used in teaching settings like ward rounds, OSCE practice, and supervision. | |||
:• Positive reinforcement before constructive criticism | |||
:• Strengths | |||
:• Encourages active learning and reflection | |||
:• Builds confidence by starting with positives | |||
:• Provides clear, structured feedback | |||
:• Promotes a supportive learning environment | |||
<b>AGENDA-LED OUTCOMES-BASED ANALYSIS</b> | |||
:• Starts by asking the learner what they would like feedback on, before their presentation/ consultation | |||
:• Allow the learner to comment first | |||
:• The whole group then contributes in a problem-solving manner | |||
:• Other feedback from the group | |||
:• Wider discussion (the facilitator may share personal experience/ research evidence etc) | |||
Latest revision as of 12:09, 16 April 2026
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Relevant Article Depot:
Debriefing Format
Sitting in a calm, quiet (away from others) space with student nearer to (open) door (so as not to block exit). "Is this a good time to debrief?"
How did the day go? Why? (Themes: good information gathering, planning [primary/contingency], communication, situation awareness, attention to flow)
What went well? What 2 things will you keep in your repertoire “basket.”
What didn’t go so well? Name something you’ll leave out of your basket.
What else about today comes to mind?
What can I (as an educator/supervisor) do differently? (Theme: teaching, support, independence)
Key question: Are you a different anesthesiologist now than you were at 7am?
Being a good educational supervisor
WFSA: Education for anaesthesia providers worldwide
Article list on Educational principles in anesthesia
Mentoring:Seven Roles and Some Specifics
Approach to Handling a Problem Resident
A general framework for approaching residents in difficulty
Resident remediation, probation, and dismissal basic considerations for program directors
The "Difficult Learner" in anesthesiology: Challenges, pitfalls, and recommendations
The Flexner Report--100 years later
Evolution of the feedback conversation in anaesthesia education: a narrative review
Providing Effective Feedback to Residents
Coaching inexperienced clinicians before a high stakes medical procedure: randomized clinical trial Editorial
Three Good Questions for Faculty and Their Mentors in Support of Academic Career Development
A scoping review of feedback features during clinical education for anaesthesia trainees
Feedback for Learners in Medical Education: What Is Known? A Scoping Review
Educational Strategies to Prepare Trainees for Clinical Uncertainty
Teaching Techniques of the 21st Century: Simulation, Virtual Reality, and Beyond
Using entrustment-supervision scales in anaesthetic assessments
Simulation beyond Residency: A Call to Action for Anesthesiology Leaders and Perioperative Teams
Calibrating Critical Feedback: The Three Zones of Learner Response
Decision Making under Deep Uncertainty
ASK-TELL-ASK
- The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.
• The strengths of this model:
- • learner-centered
- • fosters students' self-assessment skills
- • increases students' accountability for learning
- • encourages preceptors to provide specific feedback
- • can be used across a variety of settings
PENDLETON'S RULES
- • Clarify any points of information
- • Ask the student to identify what went well
- • The facilitator and observers to also comment on what went well
- • Ask the student to comment on what could be improved
- • The facilitator and observers to also comment on what could be improved
- • Designed to make feedback balanced, learner-centered, and constructive.
- • It's commonly used in teaching settings like ward rounds, OSCE practice, and supervision.
- • Positive reinforcement before constructive criticism
- • Strengths
- • Encourages active learning and reflection
- • Builds confidence by starting with positives
- • Provides clear, structured feedback
- • Promotes a supportive learning environment
AGENDA-LED OUTCOMES-BASED ANALYSIS
- • Starts by asking the learner what they would like feedback on, before their presentation/ consultation
- • Allow the learner to comment first
- • The whole group then contributes in a problem-solving manner
- • Other feedback from the group
- • Wider discussion (the facilitator may share personal experience/ research evidence etc)