Welcome to the Feedback Scripts Home Page!

You are likely coming to this page after participating in a faculty development session on the use of Feedback Scripts.  Here you will find several items that were mentioned in the workshop, including the Feedback Scripts and associated case scenarios, as well as the template for creating your own Feedback Scripts.  To make things a bit easier, we also created a table to help you select the best script for the learner behavior for which you want to give feedback (more on that below).
 
We are excited to share our scripts with you, but we would also like to learn from you. Therefore, if you use the template to create a new script, or if you use a premade script and have suggestions, feel free to contact Barrett Fromme at hfromme@peds.bsd.uchicago.edu with your thoughts and ideas.
 
If you came here randomly as you perused the fabulous SOHM Library (shout out to Lindsay Chase for creating it), and you would like to learn more about Feedback Scripts, check out the short PowerPoint we use in our brief faculty development sessions, or the scripts and the template.  If you have any questions or would like to use these at your site (and join our study of Feedback Scripts), please contact Barrett, whose e-mail is above.
 
Please find the below list of learner behaviors that could prompt a script.  We have attached a scenario to provide context for the feedback script we wrote, and we encourage you to adapt the scripts to your specific learner.  Click on the Case number to reach the feedback script and scenario.

Feedback Script Template
Feedback Scripts Behavior and Case List
  1. Inefficient
  2. Poorly organized presentations
  3. N/A
  4. Unprofessional communication with staff, etc
  5. Inadequate plans/management (RI, but not ME)
  6. Poor communication with families
  7. Does not seek help appropriately – too little
  8. Defensive when plans/comments are challenged
  9. Not responsive to feedback due to limitations accepting the feedback
  10. Very engaged in rounds, but does not proactively take on work/tasks after rounds
  11. Hand-offs are incomplete and sometimes wrong
  12. Becomes overwhelmed when patients are sick or there is a large patient volume
  13. Rarely involves families in plan and does not engage well with them on FCR
  14. Notes are inaccurate (wrong information), too long (old information), and do not contain documentation for billing (even after feedback)
  15. Maintains a “student” role despite being a mid-year intern (only reports information; does not take ownership)
  16. Demonstrates own knowledge (which is not always accurate) at expense of others – answers questions posed to others, “teaches” peers when not asked, and downplays their own errors (“that’s what I meant”)
  17. Relies heavily on a strong knowledge base but resists accepting alternative management choices from seasoned faculty
  18. Strong book knowledge, but does not know how to apply
  19. N/A
  20. Seeks help rarely, due to inability to identify a problem or an area that is unclear
  21. Takes a leadership approach that does not delegate because he/she micromanages
  22. Takes a leadership approach that does not delegate because he/she wants to support their interns
  23. Compromises efficiency because he/she does not anticipate more system-based needs (ex. Patient needs prior auth before discharge, needs to be NPO for MRI, etc)
  24. Compromises patient care/efficiency because unable to anticipate on an individual patient level (what if for overnight events and how they will respond, rather than needing to read when prerounding the next day)
  25. Overreliance on team/Decreased in patient ownership when in hierarchy of team (senior overrelying on intern/intern overrelying on student) – for data, tasks
  26. Takes recommendations of ED, consultants without processing or interpreting
  27. Poor professionalism between peers – negative comments about ED providers or consultants