Use of Individualized Learning Plans to Facilitate Feedback Among Medical Students (original) (raw)
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Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans
2019
This chapter describes an empirically derived model for impactful feedback discussions. The R2C2 model has four phases: Educators build the relationship (R) between educator and learner, gain learner reactions (R) to the feedback which can be used to determine the potential for change and development, and explore and ensure a mutual understanding of the content (C) in order to coach for change (C) to co-create achievable learning change plans that can be monitored to ensure learner progress. Two mechanisms in particular, coaching and learning change plans, support learner acceptance and use of the feedback. The chapter concludes with suggestions for future application and research in health professions education and higher education.
Analyzing the Role and Relevance of Feedback in Medical Education
Indian Journal of Applied Research, 2015
Background:-Feedback has been identified as key strategy in learning and teaching, little known research has been focused on students' perception for feedback and the contribution feedback provide to their learning process. Method:-This study aimed to determine the benefits and challenges students and faculties experience in the feedback process. To achieve this aim six research questions were raised and descriptive survey method was adopted; five point Likert type questionnaires were used for data collection. The questionnaire was validated by experts and the Cronbach alpha method of internal consistence reliability was 0.89 and 0.82 for students and faculty respectively. Study population composed of 188 students from 3rd and 4th year pharmacy school and 2nd year pre-medicine school as well as 31 faculties from foundation, natural science and pharmacy department. Results:-Data was collected and analyzed, comparison was made among different classes of students using ANOVA and Post HOC test. Faculty perception was evaluated for feedback and its importance in providing advice to the advisors. Conclusion:-Students considered feedback as an opportunity to improve study skills for the course, skill in solving MCQ's and to discuss different concepts. Challenges experienced most by students was about anxiety with open scrutiny, difficulty regarding self-assessment and difficulty in application of future exams while faculty perceived feedback being good for planning instructional strategies, refining teaching methodologies and learning the students understanding of concepts. Even faculty considered feedback significant as an advising tool. Feedback method acceptable deferred from students and faculty perception.
2019
As academic practitioners, enhancing student engagement and enabling self-direction is key to our practice. One of the ways that we can equip students to fully engage with their own learning is by providing timely and effective feedback which they can apply to future assessments and learning opportunities (Lynam & Cachia, 2018). Feedback orientation is a measure of how feedback is internalised and utilised by students. Higher levels of feedback orientation indicate that a student is receptive to feedback and likely to act on it; and is also known to predict improvements in performance, self-regulation and motivation (Kluger & DeNisi, 1996). Previous findings by Stock et al. (2018) suggest that although academic grade is not predicted by feedback orientation, there is a positive correlation between feedback orientation and extrinsic motivation. Since extrinsic motivation has been shown to produce poorer academic outcomes than intrinsic motivation (Asikainen et al., 2013), this relati...
International Journal of Applied and Basic Medical Research, 2016
Introduction: Feedback is a divalent bond between the supplier (teacher) and the recipient (student). The strength of the bond depends on the instructional design of the feedback Feedback is central to medical education in promoting self-directed learning in students In the present study, a structured verbal feedback module was prepared, implemented, and evaluated Methods: The study was done on 280 students from four consecutive batches (2011 to 2014) of the 1 st year MBBS students exposed to different types and modes of feedback. Analysis was done using student feedback questionnaire for the perception of students to verbal feedback. Quantitative analysis using post hoc test and ANOVA for the impact of type of feedback (verbal or written) and effect of modes (individual or group) of verbal feedback on test score performance were done Result: In this study, ≥95% of the students preferred verbal feedback of both positive and negative attributes in student questionnaires. It was observed that verbal feedback sessions made a difference of up to 2-2.4 grade points in the mean score of batch when compared to the written feedback. The initial mean test score (T1) of 2011 + 2012 and 2013 + 2014 was not statistically significant (P = 0.113). But, in all subsequent tests (T2, T3, and T4), there was a statistically significant difference in the mean test scores (P = 0.000). Conclusion: (1) Students prefer verbal one-to-one feedback over written feedback. (2) Verbal feedback changes learning process and causes sustained improvement in learning strategies.
Enhancing feedback for students
2016
How much feedback is enough for undergraduate students in medicine, dentistry and health science? Feedback is meant to provide students with sufficient information on their performance in a given activity so it guides their future performance in similar activities. Different models of feedback have been described in the literature, some more comprehensively than others, with formative assessment and reflective practice being the underlying themes for all of the models. Data gathered from the undergraduate courses of Medicine, Dentistry, Health Sciences and Podiatric Medicine raised awareness of the common issues related to insufficient and inadequate feedback for students about their performance. These findings shaped the development of five targeted pilot projects. The pilot projects looked at ways to improve verbal and written feedback through formal and informal mechanisms. This paper describes how one Faculty is approaching the difficult task of shifting the established culture of offering limited feedback to students and enabling students to ask for feedback that is appropriate and useful for them. In doing so it offers ideas for other Faculties wanting to enhance the feedback mechanisms for students.
Academic Medicine, 2017
Using the "educational alliance" as a conceptual framework, the authors explored medical students' beliefs about feedback and how their feedback behaviors reflect their perceptions. Method Five focus groups (4-6 medical students each) at one U.K. medical school in 2015 were used to capture and elucidate learners' feedback perceptions and behaviors within the context of the learner-educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process. Qualitative data were analysed using an approach based on grounded theory principles. Results Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Conceptual models illustrating the relationships between the themes and each behavior were developed. Learning culture influenced all three behaviors with a wide context of influences.
The Impact of Feedback Strategies on Learners
The conclusive statement of this reflective study regarding feedback strategies recommends a mixed-methods approach that is tailored to the type of formative assessment and the individual learner requirements. It should be timely and communicate in a manner that is accessible to all learners and therefore should not be over congested or descriptive. In. classroom environments, where timely feedback is required to address issues within the class, oral feedback is recommended, as it offers the most direct form of communication though which mutual dialogue can take place. The most commonly appropriated feedback strategies framework employed within this session was the medal and mission approach, this reflective study does not suggest that this is the sole approach warranted within the learning environment, although it recommends using one through which constructive criticism and praise can be utilised. Although it has been acknowledge praise must be used sparingly it has been indicated to promote confidence, self-efficacy and motivation within learners which serves as a vital tool for all learners if they are to progress. Peer feedback and peer assessment has its pitfalls as well as being a valuable tool within our teaching arsenal. Managing how this formative assessment tool however is complex but vital to promote group cohesion, mutual learning, and autonomy within learners. We should encourage learners to invest time in a ‘critical friend’ and view their methodology and performance from a new perspective if we are to support them in their progress to autonomy.
Feedback in Medical Education: What Is Our Goal and How Do We Achieve It?
Medical Science Educator, 2014
Providing feedback is one of the most important and yet most challenging tasks in medical education. Traditional models of feedback begin and end with the delivery of the message by the educator. Current literature indicates that key components are needed to enable a learner to hear, process, and put into action the components of the feedback message. There must be instructor commitment to the establishment of an educational culture accepting and encouraging of feedback. There must also be dedication to the development of a relationship so that the learner perceives the feedback as coming from a firsthand knowledge of performance and a position of beneficence.