Enhancing feedback for students across a Health Sciences Faculty (original) (raw)
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Enhancing feedback for students in a health science faculty
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.
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.
Giving effective feedback to medical students: a workshop for faculty and house staff
Medical Teacher, 1999
M edical school faculty m em bers and house officers often feel uncomfortable giving direct, behaviorally based feedback on perform ance to m edical students. This paper describes a str uctured approa ch to teaching faculty m em bers to g ive effective feedback to m edical students, using an interactive workshop form at. S tarting w ith six key pr inciples for effective feedback, participants practise giving feedback to`standardized students' and develop strategies for framing the feedback in term s which are useful for students. This paper also describes the developm ent of the workshop scenarios and provides the authors' speci® c strateg ies for giving effective feedback in various situations.
2012
Feedback -information that assists students to bridge the gap between current and intended academic performance --is an important support for student learning. Yet data suggests that some students are often under whelmed with the feedback they receive. Two factors potentially influencing this perception are entry level and type of health science program. To investigate this further, 492 undergraduate and postgraduate students from four health science disciplines (occupational therapy, physiotherapy, speech pathology and audiology) at a large Australian university were asked to complete a survey on the feedback that they had received during their studies. Students reported that they valued feedback with 93% seriously engaging with their feedback and 88% considering that feedback assisted their learning. However, different perceptions on some areas of feedback were reported by different groups. Postgraduate students had significantly (p<0.01 to 0.0005) higher satisfaction with several aspects of feedback than undergraduate students, while audiology students reported significantly (p<0.05 to 0.0001) higher satisfaction levels than the other disciplinary groups. Fifty-eight percent of the students felt that feedback would be improved if it was more timely and if there was more of it, particularly in practical classes (55%). Methods of improving the feedback provided to these students are discussed. physical examination skills. In this regard, feedback needs to indicate what "good" performance is, enable the student to attain that level of achievement, assist the student to self-assess, and encourage and motivate the student. 6 broad spectrum from cervical mobilisations, to hand splinting, to operating audiometric equipment, to perceptual voice analysis. While the use of simulated patients has been advanced across all of these disciplines, hands on experience remains the gold standard. 26 Blended approaches to learning, such as that used by Dantas and Kemm, the use of DVD simulations, and real time feedback using iPads are worthy of further investigation. 27,28
JPMA. The Journal of the Pakistan Medical Association, 2017
Feedback is considered as a dynamic process in which information about the observed performance is used to promote the desirable behaviour and correct the negative ones. The importance of feedback is widely acknowledged, but still there seems to be inconsistency in the amount, type and timing of feedback received from the clinical faculty. No significant effort has been put forward from the educator end to empower the learners with the skills of receiving and using the feedback effectively. Some institutions conduct faculty development workshops and courses to facilitate the clinicians on how best to deliver constructive feedback to the learners. Despite of all these struggles learners are not fully satisfied with the quality of feedback received from their busy clinicians. The aim of this paper is to highlight what actually feedback is, type and structure of feedback, the essential components of a constructive feedback, benefits of providing feedback, barriers affecting the provisi...
The purpose of this study was to determine the current perspectives of feedback from first and second year undergraduate students enrolled in blended units of study which incorporated both face-to-face and online components. Students enrolled in a unit of study taught by the School of Health Sciences at the University of Tasmania were surveyed to broadly determine their perception of the feedback process. Responses from the 55% of the cohort who completed the survey indicated that students recognised a wide variety of feedback processes in both written and online formats. Results indicated that students did not always identify that feedback (particularly formative) could feed forward to enhance their learning. There was a strong student focus on the importance of summative assessment feedback. The analysis of survey responses identified four main themes which form the focus of the discussion; types of feedback, student role in seeking feedback, the usefulness of feedback to learning and, feedback perception and awareness of students. The outcomes of this study also highlighted the necessity to educate both teaching staff and students with respect to feedback processes within the learning and teaching paradigm in higher education.
An investigation of medical student reactions to feedback: a randomised controlled trial
Medical Education, 2006
BACKGROUND Medical educators have indicated that feedback is one of the main catalysts required for performance improvement. However, medical stu- dents appear to be persistently dissatisfied with the feedback that they receive. The purpose of this study was to evaluate learning outcomes and perceptions in students who received feedback compared to those who received general compliments. METHODS All subjects received
Assessment of clinical feedback given to medical students via an electronic feedback system
Background: The feedback medical students receive during clinical rotations, traditionally verbal and not formally captured, plays a critical role in student development. This study evaluates written daily feedback given to students through a novel web-based feedback system. Methods: A Minute Feedback System was used to collect feedback given to medical students during their surgery clerkship from May 2015-April 2016. Using qualitative content analysis , feedback comments were categorized as: encouraging, corrective, specific, and nonspecific. Effective feedback was a combination of specific and either corrective or encouraging feedback; ineffective feedback contained only nonspecific comments; mediocre feedback contained elements of both effective and ineffective comments. Results: 3191 feedback requests were sent by medical students and 2029 faculty/resident feedback responses were received. The overall response rate was 62%. Nonspecific feedback comprised 80% of faculty, 83% of senior resident, and 78% of junior resident comments. Specific feedback was given by only 35% of faculty, 17% of senior residents, and 26% of junior residents. Faculty provided Effective feedback in only 16% of comments, senior residents 8%, and junior residents 17%. Mediocre feedback comprised 13% of faculty, 9% of senior resident, and 7% of junior resident comments. Ineffective feedback comprised 67% of all feedback: 60% of faculty, 72% of senior resident, and 68% of junior resident feedback. Conclusions: The majority of resident and faculty feedback to medical students using an electronic, email-based application during their surgery clerkship was nonspecific and encouraging and therefore of limited effectiveness. This presents an opportunity for resi-dent/faculty development and education regarding optimal feedback techniques.
Engaging medical students in the feedback process
The American Journal of Surgery, 2012
BACKGROUND: There are potential advantages to engaging medical students in the feedback process, but efforts to do so have yielded mixed results. The purpose of this study was to evaluate a student-focused feedback instructional session in an experimental setting.
Faculty Perceptions of Formative Feedback from Medical Students
Teaching and Learning in Medicine, 2019
Phenomenon: Feedback given by medical students to their teachers during a clerkship has the potential to improve learning by communicating students' needs and providing faculty with information on how to adjust their teaching. Aligning student learning needs and faculty teaching approach could result in increased student understanding and skill development before a clerkship's end. However, little is known about faculty perceptions of formative feedback from medical students and how faculty might respond to such feedback. Approach: In this qualitative study, semistructured interviews of 24 third-year clerkship faculty were conducted to explore faculty opinions about receiving formative feedback from students. Transcripts of these interviews were reviewed, and content analysis was performed. Findings: Faculty endorsed the idea of obtaining formative feedback from medical students. However, probing revealed factors that would significantly influence their receptivity and response to the feedback provided, including (a) who would be giving the feedback, (b) what content was included in the feedback, (c) how the feedback was framed, and (d) why the feedback was given. Although participants endorsed the concept of receiving formative feedback from medical students, their accounts of how they might respond to it presented a mixed picture of receptivity, acceptance, and response. Insights: These findings have practical implications. If formative feedback from medical students to faculty is to be encouraged, institutions need to find ways of creating a feedback culture in which more dialogic models become "the norm" and work with faculty to increase their receptivity to and acceptance of student feedback. This is essential for students to feel safe and be safe from retribution when providing insights into how faculty can better meet their learning needs.