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Performance evaluations are well-known and effective tools in the workplace and on rotations. Annual evaluations let employees see where they can improve while providing formal recognition and praise for their hours of dedication. My school emphasizes the importance of the midpoint evaluation during rotations so students have a chance to fully understand what is expected of them and improve before their final evaluations. I would like to challenge my peers to not only make the best of their midpoint and annual evaluations, but to incorporate feedback into their daily lives.

Effective feedback provides information about what happened, an evaluation of how well the task was performed, and guidance as to how performance can be improved. Key features of feedback are: relevant, immediate, factual, helpful, confidential, respectful, tailored, and encouraging¹. The DESC feedback model is a great tool for sharing difficult criticism². D stands for “describe the behavior” that needs to be changed. This includes being specific rather than using broad generalizations. E stands for “list the effects of the behavior” so the recipient of the feedback understands all the consequences. S stands for “outline a solution” so the recipient of the feedback understands what is expected of them. C stands for “define the consequences”. The DESC tool is a formal way to organize a difficult criticism, however; feedback on a daily basis can incorporate the key features of feedback in a less formal form.

Although constructive feedback has been established as a useful tool for employee employer relationships, it hasn't really been established in day-to day interpersonal relationships. During an early IPPE rotation, I occasionally felt as though I were in a state of limbo – wondering if I should show more initiative, ask for more responsibility, or take a step back to give my preceptor a break. This sense of uncertainty could have easily been resolved by simply asking my preceptor what she wanted and defining her expectations for students. During my APPE orientation last week, one professor suggested asking preceptors for feedback every day. Daily feedback, in addition to midpoint and final evaluations, is a great way to achieve constant self-improvement and to stay on the same wavelength as your preceptors. In addition to preceptor-student feedback, I believe regular feedback should be incorporated into peer relationships for group projects and student organization executive boards. It may seem strange at first, but if it becomes a regular occurrence, everyone will benefit from the open and honest feedback. I would like to encourage all student pharmacists to incorporate constructive feedback into their daily interactions.

 References:

1. Ovando M (1994) “Constructive Feedback: A Key to Successful Teaching and Learning” The International Journal of Educational Management 8 (6) 19-22
2. Anders R (2001) “Feedback without Fear” Association of Operating Room Nurses 74 (6) 882-884