Workshop E

Applying Dual Processing Theory to Feedback Conversations

Jonathan J. Wisco, PhD,1 and Caitlin Neri, MD, MPH2

1Anatomy & Neurobiology and 2Pediatrics, Chobanian & Avedisian School of Medicine

Room TBA

Providing and receiving constructive feedback is one of the most important and influential conversations in any learning space. Whether in the classroom, laboratory, or clinic, students both appreciate feedback when provided and request feedback when it is missing; it is an essential component of learning. Evidence shows that a feedback space that is intentional, caring, trusting, optimistic, and respectful provides the best opportunity for learning, whether the context is during teaching moments or emergent situations.

In the Principles Integrating Science, Clinical Medicine, and Equity (PISCEs) course at the Chobanian & Avedisian School of Medicine, two separate in-person feedback mechanisms are available for students and faculty to exchange ideas for improving both current module and overall course – the module specific Student Advisory Committee (SAC) and the longitudinal PISCEs Student Engagement Panel (PSEP). In both, students and faculty discuss specific aspects of the content, application sessions, and assessments that promote or are barriers to the learning and teaching process. In order to ensure that sessions are inclusive, productive, and lead to improved learning outcomes, we provide a brief training in the application of elements of Daniel Kahneman’s Dual Processing Theory to understand how to establish and maintain feedback conversations. Namely, we cover two psychological and emotional governing values of human behavior during difficult conversations: In general, 1) people become defensive when they feel threatened, uncertain, or embarrassed; AND 2) people become collaborative when they feel safe, included, and valued.

Target audience:

In this workshop, we will share how we use principles of Dual Processing Theory to establish inclusive and safe feedback spaces, and analyze cases that illustrate practical application. The skills taught in this workshop can be generalizable for any students and faculty in classroom, laboratory and clinical situations when receiving and providing feedback is central to the learning process.

Learning Objectives:

By the end of the Workshop, participants will be able to:

  • Apply Dual Processing Theory to feedback interactions
  • Identify three types of feedback obstacles
  • Distinguish between appreciation, coaching, and evaluation messages
  • Describe the five invitational elements
  • Create two growth mindset messages for feedback situations
  • Apply principles of effective feedback through role-play

Session Outline:

  • Facilitators will discuss challenges difficult feedback conversations can provoke and how an understanding of Dual Processing Theory can improve interpersonal interactions (10 min)
  • Facilitators will introduce feedback obstacles (5 min)
  • Facilitators will share three tools designed to address each feedback obstacle and participants will work through cases of scenarios that use the tools (60 mins total, 20 mins for each tool)
  • Wrap-up (5 mins)

This workshop was previously presented at International Association of Medical Science Educators (IAMSE) on June 5, 2022.