LM326 - Feedback that Doesn't Hertz

Abstract: We spend a lot of time talking about feedback. Let’s talk about the other kind- actively giving and receiving information. It’s critical to patient success, interactions with colleagues, and career growth. But if it were easy, there would not be millions of books dedicated to the subject. In this interactive session, we review tried and true methods of providing feedback, model both effective and ineffective interactions, and active practice. Tools will be applied from “Crucial Conversations” by Joseph Grenny, Kerry Patterson, Ron McMillan, Al Switzler, and Emily Gregory.

Summary: There have been countless resources developed for the purposes of improving communication. Arguably, one of the biggest stumbling blocks for all relationships: professionals, patients, parents, spouses…is being able to both give and receive important information in a way that feels like a conversation not an attack.

Developing tools and strategies promotes focus on the intent and movement forward rather than defensiveness. Mastering these skills has the power to improve interactions with patients, colleagues, and personal relationships. One such resource that the presenters have found particularly helpful is “Crucial Conversations: Tools for Talking When the Stakes are High”. Principles include: starting with positive intent, creating safe space, and recognizing how your own bias can influence the conversation.

In order to demonstrate positive scenarios, the presenter will use skits to highlight the application of skills taught in the book as well as pitfalls.

Situation 1: Audiologist walks to the front desk and notices that a patient seems frustrated talking to the front desk staff and that they are becoming louder. They hear the patient say that they’ve only had the hearing aid for 2 weeks and that it’s never worked.

Applying principles:

Audiologist takes patient to another more private room and demonstrates open body language, asks open ended questions and focuses on the mutual end goal of solving the device issue (Specific skills such as: starting with heart, making it safe, exploring other paths, and moving to action will be highlighted after the demonstration)

Conversely: audiologist stays at the front desk, crosses arms, and tells the patient that they missed their appointment last week and if they would like to return next week they have availability. The patient leaves mad.

Situation 2: The supervising audiologist sees that one of the team has not completed notes in a week.

Applying principles:

The supervisor sits with the audiologist and asks how they are doing. She notes that notes haven’t been done and asks if everything is ok. The teammate opens up that actually, it has been a difficult week and proceeds to explain that her mother is in the hospital and she has been struggling to concentrate. They discuss talking to a 3rd party about the outside pressure that she is feeling to help her cope. They also discuss opportunities to use the dictation software. (Specific skills addressed such as in the above scenario)

Conversely:

Supervisor calls the teammate into their office. She notes that her notes haven’t been done in a week and reminds her that the standard is 2 days. She reiterates that if notes aren’t done there are penalties. The teammate becomes mad and says she’s always finished before. Her frustration with her supervisor continues and she begins avoiding her.

Small group activity

Like anything, feedback skills have to be developed and honed, which is largely done through practice and even feedback on the feedback! For the last portion of the session, teams will be created and given scenarios to practice both positive and negative feedback to reinforce principles.

Brief Summary of Clinical Takeaways: Takeaways of this session will include identifying stumbling blocks to giving and receiving effective feedback as well as strategies to facilitate. Attendees will learn to re-frame statements to create psychological safety for the conversation partner

Assumptions: N/A