Perceptions of Feedback among Undergraduate and Postgraduate Students of Four Health Science Disciplines

Feedback 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\u3c 0.01 to 0.0005) higher satisfaction with several aspects of feedback than undergraduate students, while audiology students reported significantly (p\u3c 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

Perceptions of Assessment Among Undergraduate and Postgraduate Students of Four Health Science Disciplines

The use of different types of assessment to improve student learning needs to be balanced with reports that student perception, rather than the objective features of the task, significantly influences how students approach learning. The present study surveyed 492 undergraduate and postgraduate students from four health science disciplines (occupational therapy, physiotherapy, speech pathology, and audiology) at a large Australian university on how helpful different types of assessment had been in assisting their learning. Between 73.4% and 90.4% of the students valued practical exams, individual tasks, written assignments, and written exams requiring application of knowledge. Between 29.1% and 59.7% of the students valued oral presentations, group tasks, portfolios, online assessment, and multiple choice exams. Entry level and type of program were found to influence perceptions. Postgraduate students valued tutorial participation more than undergraduate students (

Improving Together: A National Framework for Quality and GP Clusters in Scotland

Improving together will complement the development of the Scottish national GP contract that sets out the role of GPs and their important contribution as clinical leaders and expert medical generalists working in a community setting. This framework will be reviewed by the Scottish Government and the Scottish General Practitioners Committee of the BMA on a periodic basis, attentive to feedback from those involved in delivering its intent. As such, it is a framework that will develop to its full potential over time, as elements of the transformation of primary care in Scotland create the capacity to do so

Remarks on Dilworth partially ordered sets

This paper is a part of the talk presented at the 11th Workshop on Graph Theoretic Concepts in Computer Science, June 18-21, 1985 at Castle Schwanberg (near Wuerzburg), GermanySIGLETIB: RN 4052 (85381-OR) / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekDEGerman

Additional file 4: Table S2. of Pharmacological regimens for eradication of Helicobacter pylori: an overview of systematic reviews and network meta-analysis

Quality assessment of included studies based on revised AMSTAR checklist. (DOCX 17 kb