Student resilience and instructor feedback
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Transcript of Student resilience and instructor feedback
Student Resiliency & Instructor Feedback:
Increasing the Likelihood of Success
Sharon Younkin, Ph.D.September 12, 2014
Annual Experienced PBL Tutor Conference
Having the capacity to respond to stressors and setbacks in a healthy way, such that goals are achieved at minimal psychological and physical cost.
Resilience:
Self-efficacy Internal locus of control Problem solving skills Openness to learning from mistakes Commitment/Persistence Flexibility Reflection skills Emotional self-regulation Availability of social support Willingness to seek assistance
Components of Resilience
What qualities and/or characteristics do you notice in resilient students?
Group Discussion
Having a sense of personal control◦ “My behavior can influence this situation.”
Flexibility◦ “I can change my……study habits, time management strategies,
etc………to increase my effectiveness.”
Having the ability to de-construct adverse experiences and focus on lessons learned◦ “I can use this information to improve my performance.”
Persistence◦ “Setbacks are inevitable but surmountable-I didn’t do well on this exam
but I will figure out how to do better on the next exam.”
Having the ability to identify emotional reactions and modulate them ◦ “Critical feedback makes me uncomfortable, but I can manage those
feelings and use them as motivation.”
The Resilient Student
Utilizes reflection skills ◦ “What can I learn from this setback that will increase the likelihood
of future success?”
Possesses self-awareness—does not confuse self with behavior◦ “Failing at this task does not mean I am a failure—I have the
capacity to succeed.”
Seeks help when needed◦ “I can pass this class but I’ll need some assistance.”
Maintains a sense of optimism and hope◦ “Working hard is worth the effort, I can do this.”
The Resilient Student:
Establish a feedback culture Help students set clear, specific goals
◦ Challenging but within reach Give students choice and control over some
aspects of their learning Use peer modeling
◦ Observing peers succeed can help motivate students
Helping PBL Students Develop Resilience
Provide frequent, straightforward, explicit feedback◦ Use a coaching model, incremental steps toward
mastery Verify understanding and the development
of an action plan Facilitate accurate self-evaluation
◦ Ensure that students are able to accurately judge their performance and adapt accordingly
Helping PBL Students Develop Resilience, Continued
What have been your experiences with resilient and non-resilient students?
What behaviors have you discovered that have helped develop resilience in your students?
Group Discussion
Feedback
◦Formative v. Summative◦Directive v. Facilitative◦Bi-directional v. Uni-directional◦Challenge v. Support◦Immediate v. Delayed ◦Delivered v Received◦Verifying v. Elaborative
Feedback: The Reader’s Digest Review
Feedback success stories◦ Share examples of your feedback conversations
that have resulted in improved student performance.
Large Group Discussion
Challenging experiences assist in the development of resilience
Recurrent experiences of overcoming difficulties and achieving goals increases resilience and self-efficacy
Feedback and coaching convey that improvement is possible
Positive feedback about quality work and effort provides information about strategies that are working
The Relationship between Feedback and Resilience
Reflection◦ Self-evaluation + external evaluation
Goal-setting ◦ Specific learning goals + instructor identified aspirational goals
Locus of control◦ Identifying what behaviors need to change in order to improve
performance Motivation
◦ Willingness to utilize feedback and persist through challenges Self-esteem
◦ Confidence in ability to utilize feedback Emotional self regulation
◦ Receive feedback in a neutral fashion
The Relationship between Feedback and Resilience, continued
Creating a culture of feedback On the fly, verbal input
◦real-time feedback in class Frequent written feedback on written work Summative—PBL Evaluation forms
Feedback in Problem Based Learning
How can we improve feedback content and feedback delivery strategies in PBL?
Large Group Discussion
Questions?
Thank you!
Archer, J. State of the science in health professional education: effective feedback. Med Educ (2010) 44:101-108.
Artino, A. Academic self-efficacy: from educational theory to instructional practice. Perspect Med Educ (2012) 1:76-85.
Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change. Psychol Rev. (1977); 84: 191-215.
Dyrbye, L. et. al. Factors associated with resilience to and recovery from burnout: a prospective, multi-institutional study of US medical students. Medical Education (2010): 44: 1016-1026.
Howe, A., Smajdor, A., Stockl, A. Towards an understanding of resilience and its relevance to medical training. Medical Education, (2012): 46: 349-356.
References
Kluger, A, DeNisi, A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psycho Bull (1996); 119 (2): 254-84.
Watling, C., et. al. Learning culture and feedback: an international study of medical athletes and musicians. Medical Education (2014); 48:713-723.
Wood, D. Understanding medical education: evidence, theory and practice, second edition. Edited by Tim Swanwick. (2014). The association for the study of medical educaiton. John Wiley and Sons, Ltd. Pp 317-328.
References,Cont.