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We know what they did wrong, but not why: the case for 'frame-based' feedback.

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Title: We know what they did wrong, but not why: the case for 'frame-based' feedback.
Authors: Rudolph, Jenny1, Raemer, Daniel1, Shapiro, Jo2
Source: Clinical Teacher. Jun2013, Vol. 10 Issue 3, p186-189. 4p.
Subject Terms: *Medical education, *Algorithms, Diagnostic imaging, Diagnostic errors, Medical innovations, Cognitive bias
Abstract: Background: Actionable feedback targeted to the learner's needs is one of the strongest predictors of improved performance in learning. Unfortunately, when a trainee makes an error, although instructors may understand what a trainee has done wrong, they can erroneously assume they know why. Context: There is a growing recognition that cognitive biases impede clinical diagnosis, however, the same biases can also undermine accurate and effective feedback. Innovation: Instead of focusing primarily on correcting actions, it is often crucial to diagnose trainees''frames'- the thought processes that drive their actions. We offer an efficient three-step algorithm for providing this 'frame-based' feedback: (1) describe how the trainee is doing according to the instructor; (2) diagnose the trainee's immediate learning needs using inquiry to elicit their frame; and (3) direct instruction to those needs. Implications: 'Misdiagnosis' of the trainee's actual needs wastes time when instructors teaching unneeded material, diminishes the trainee's faith in the value of instruction and undermines patient safety when incorrect frames about important clinical processes persist. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Background: Actionable feedback targeted to the learner's needs is one of the strongest predictors of improved performance in learning. Unfortunately, when a trainee makes an error, although instructors may understand what a trainee has done wrong, they can erroneously assume they know why. Context: There is a growing recognition that cognitive biases impede clinical diagnosis, however, the same biases can also undermine accurate and effective feedback. Innovation: Instead of focusing primarily on correcting actions, it is often crucial to diagnose trainees''frames'- the thought processes that drive their actions. We offer an efficient three-step algorithm for providing this 'frame-based' feedback: (1) describe how the trainee is doing according to the instructor; (2) diagnose the trainee's immediate learning needs using inquiry to elicit their frame; and (3) direct instruction to those needs. Implications: 'Misdiagnosis' of the trainee's actual needs wastes time when instructors teaching unneeded material, diminishes the trainee's faith in the value of instruction and undermines patient safety when incorrect frames about important clinical processes persist. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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