A Structured Feedback Form to Improve Interactivity in Lectures

Alissa Hemke, Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, UW Seattle
Thomas Soeprono, Department of Psychiatry and Behavioral Sciences, School of Medicine, UW Seattle
Douglas Russell,Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, UW Seattle

Topic: We sought to improve interactivity and other principles of adult learning theory through implementation of a structured lecture feedback form. The form prompts learners to evaluate learning objectives, relevancy, checks on understanding, variation, and multisensory learning. Before implementing the form, we conducted brief interactive presentations with both faculty and learners (summarized in a youtube video) covering the underlying educational theory. Our goals were to improve instructors’ teaching effectiveness, and to strengthen learners’ skills as future educators.

Context: A weekly lecture series in a medical residency program, typically to groups of 12 residents (physicians in training). Instructors are effectively guest lecturers, teaching a few times per year. Most have minimal training in educational techniques, and teach primarily via passive, powerpoint-focused lectures. Developing skills as an educator is important for residents as well, as most physicians teach in some capacity.

Scholarly basis: This project was informed initially by residents’ concerns about difficulty retaining information, trouble identifying key points, and feeling disengaged during lectures. We created our materials based on one presenter’s completion of a medical education organization’s ‘master educator’ program, published literature on learning theory, and consultation with the Center for Teaching and Learning.

Results: Learners and particularly instructors voiced appreciation of the interactive presentation on learning theory. Since the feedback form has been in use, presenters have noted a qualitative difference in the feedback given, with more specific, actionable responses. We are now beginning to formally survey faculty and learners, and will report this data in our poster.

Application: This can be applied in any context where instructors have limited background in how to teach effectively. Copies of the feedback form and youtube video will be made available, and the interactive presentation can be based on the youtube video and expanded to 30-60 minutes to include learner interaction.