28 research outputs found
Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and studentsâ self-ratings of communication competence
Enhancing feedback literacy in the workplace: A learner-centred approach
This chapter discusses the development, implementation and evaluation of a learning intervention to enhance studentsâ workplace feedback literacy. Healthcare students want more feedback during placements. Studentsâ roles in feedback processes tend to be overlooked with most learning interventions focusing on professional development of educators, that is, how to âdeliverâ feedback better (Carless et al., 2011). Addressing studentâs role in feedback, as seeker, processer and user of performance information, offers an opportunity to improve placement and post-placement feedback experiences. The intervention aimed to augment studentsâ feedback literacy and their engagement during and after clinical placements at a teaching hospital. Informed by the learner-centred feedback model, Feedback Mark 2 (Boud D, Molloy E, Feedback in higher and professional education: understanding it and doing it well. Routledge, New York, 2013a, Boud D, Molloy E, Assess Eval High Educ, 38(6), 698â712. https://doi.org/10.1080/02602938.2012.691462, 2013b), the multifaceted intervention, which included an online primer, workshop and reflective activities, aimed to (1) support studentsâ self-evaluation of placement performance, (2) encourage students to seek and receive feedback from clinical supervisors and peers to compare internally and externally derived feedback and (3) use these comparisons to generate a plan for improved work. The intervention, performed 3 times with 105 students, was evaluated using 2 surveys and one-off interviews (n = 28). Students were highly satisfied with their intervention experiences and reported an enhanced understanding of the features of, and their role in, feedback processes. Moreover, students described being more actively engaged in placement feedback processes. They attributed these changes to feeling more empowered to ask for feedback to improve their performance. These findings suggest enhancing placement learning through student engagement in feedback needs to begin before placement, be enacted during placement and be consolidated following placement. This vertical reinforcement may occur through activities, which support feedback as a learning mechanism. Central to effective feedback engagement is planning for subsequent learning; thus, placement experiences and active feedback engagement will support students post-placement to plan and integrate further university-based learnings
Effect of Perceived Level of Interaction on Faculty Evaluations of 3rd Year Medical Students
An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters
Identifying Feedback That Has Impact
This chapter offers new insight regarding the theoretical, methodological and practical concerns relating to feedback in higher education. It begins with the construction of a new definition of feedback. We explain how feedback is a learner-centred process in which impact is a core feature. The chapter then explores the reasons why identifying, let alone measuring, impact is problematic. We briefly revisit the contingent nature of educational research into cause and effect and question the implications for feedback processes that are likely to be experienced by individuals in different ways with different effects over different timescales. It is here we then discuss some ways we conceive the various forms of feedback effect including the intentional and unintentional, immediate and delayed, cognitive, affective, motivational, relational and social