A mixed method study to validate a two-way feedback between student and faculty to improve learning of anatomy

Abstract

Although the students are subjected to some formative exams throughout the problem based learning units, feedback is not given appropriately and timely. Students want to know and use the reasoning behind judgments and always complain that assessment criteria need to be explained. The aim of this project is to implement a two-way feedback delivery (TWFD), in which both faculty and students have an opportunity to discuss their reflections on learning and examination processes. An Anatomy formative assessment is introduced to 100 students followed by implementation of TWFD. Faculty members provided the students with a structured and timely feedback on their performance. Also, the students reflected on the whole learning process, including real examination experience. The reaction was measured using quantitative and qualitative instruments through a questionnaire, focus group discussion, and semi-structured interviews. Ninety students (90%) participated in the questionnaire with high satisfaction toward implementation of TWFD. Ninety-four percent (n=85) admitted that the time of the session was appropriate. Ninety percent (n=81) of the students demonstrated that the TWFD helped them to identify their strengths and weaknesses. Eighty-five percent (n=77) of the students admitted that TWFD promotes active reflection on the effectiveness of teaching. Most of the students and teachers' comments in the focus group discussions and the interviews supported these results. TWFD seems to be a good approach to implement an effective and timely feedback process between the faculty and the students. Students and the faculty recommended the implementation of this session in different courses and units.

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

“…However, just knowing the correct answer without reasoning is likely to be of little use in student learning, so the content of the feedback is crucial to enhance learning. Eladl et al (2018) suggested a two-way feedback approach that teachers provide structured feedback about students' performance and students reflect on their assessment and learning process. A collaborative test with student justification for changing the answer is more effective for learning than a simple collaborative examination (Zhang and Henderson, 2017).…”

VR/AR Technology in Human Anatomy Teaching and Operation Training

“…Shaikh et al used AR/VR technology to build a 3D visual surgery education model, convert patient image data into holographic images, and import them into VR equipment, where teachers and students wear HoloLens at the same time [ 7 ]. Eladl et al asked 16 surgeons to complete a series of actions such as standard nail transfer in the traditional CT-guided and VR-assisted laparoscopic trainer and found that the operation time, accuracy, and stability of the VR-assisted group were better than those of the CT-guided group, and the more complex the operation, the greater the difference of results [ 8 ]. Orlander et al used AR/VR technology to complete percutaneous kyphoplasty.…”

Measuring the Effectiveness of Faculty Feedback on the use of an active integrated instructional pedagogy for the embryology course

“… 13 , 14 , 15 Feedback is one of the most influential instruments that the teachers can practice to improve the students' learning. 16 Medical teachers should provide facilitative feedback that is directed towards the development of meta-cognition and social learning. 17 Hattie and Timperley have proposed a model of feedback that identifies four levels: (1) feedback about the task – ‘right or wrong answers’, (2) feedback about the processing of the task, (3) feedback about self-regulation – ‘self-evaluation’, and (4) feedback about the student as a person.…”