Enabling the feedback process in work-based learning: an evaluation of the 5 minute feedback form

O’Malley, Emer; Scanlon, Anne-Maria; Alpine, Lucy; McMahon, Sinéad

doi:10.1080/02602938.2020.1842852

Cited by 3 publications

(10 citation statements)

References 36 publications

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“…The theoretical base of the feedback is deeply rooted in the theories of learning [19]. Review of literature found various studies that have used these theories of learning.…”

Section: Theoretical Underpinningmentioning

confidence: 99%

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Luqman Hakim Satiman,

Nadiatulhuda Zulkifli,

Auwalu Usman

2023

ARASET

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The provision of timely feedback with useful guidance towards the correct solution is very important within the learning process of higher education students. This paper describes an implementation of timely feedback in a 3rd year electrical engineering undergraduate course, Communication Principles (SKEE 3533) that was carried out during COVID-19 pandemic. Given the substantial depth of this course syllabus, it is important that students receive sufficient feedback on their understandings on current topic before moving to the next. The implementation of this assessment technique is carried out using online quiz assessment through Google quiz platform. Two types of guided explanation are given in the feedback: text explanation for simple, conceptual based questions, and video explanation for design and calculation-based questions. For the latter, YouTube platform is used to perform the video-based explanation. Study on student feedbacks was carried out using a routine, official university’s survey while the impact on student performances was analysed based on their acquired grades in the SKEE3533 course. Findings demonstrate positive outcomes from the routine university survey and course grades which revealed the method’s potential in improving student satisfactions and performances on the assessment aspect of teaching component.

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“…The theoretical base of the feedback is deeply rooted in the theories of learning [19]. Review of literature found various studies that have used these theories of learning.…”

Section: Theoretical Underpinningmentioning

confidence: 99%

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Luqman Hakim Satiman,

Nadiatulhuda Zulkifli,

Auwalu Usman

2023

ARASET

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“…In the absence of effective feedback, impediments in reaching competencies should be expected [5,6,16,18,27,38,39,43,45,46]. Without effective feedback, mistakes/omissions are not corrected and good competency is not recognized and reinforced, ultimately slowing down the development of the learner [15,16,26,39,43,45,47,48]. Additionally, without effective feedback, some learners may be self-delusional regarding their competencies [38,49].…”

Section: What Is Feedback and Its Purpose In Veterinary Medical Educa...mentioning

confidence: 99%

“…Historically, feedback has been instructor-centered with the instructor passing a message to the learner [18,19,26,34,47]. In the past 2-3 decades, as a result of changes in social interactions, the feedback has become an interactive, supportive discussion between learner and instructor as part of the 'feedback culture', aiming to stimulate self-reflection, deep learning, and the learners taking responsibility for their own learning [2,18,19,26,32,34,38,49,50].…”

Section: What Is Feedback and Its Purpose In Veterinary Medical Educa...mentioning

confidence: 99%

“…Although feedback may be carried out in conjunction with assessment, effective feedback should be used both continuously (on-going) and scheduled (periodic), and not reflective of an assessment performance only. Ideally, feedback should be a formative task (related to assessment for learning), rather than a summative (related to assessment of learning) task [2,15,19,38,47,48]. Properly executed, feedback should be providing information on competencies rather than giving a summative score without information accompanying it Historically, feedback has been instructor-centered with the instructor passing a message to the learner [18,19,26,34,47].…”

Section: What Is Feedback and Its Purpose In Veterinary Medical Educa...mentioning

confidence: 99%

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Use of Effective Feedback in Veterinary Clinical Teaching

Carr,

Kirkwood,

Petrovski

2023

Encyclopedia

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Feedback is essential for the development of veterinary medical learners. This review explores the theory and practical use of feedback in the modern clinical teaching environment. Our purpose is to assist veterinary teaching institutions engage in effective feedback exchange between instructors and learners. Based on literature evidence, quality feedback requires training for both learners and instructors. Effectively executed feedback should be a powerful learning and teaching tool in the development of competencies of the learner. Following the theoretical discussion, we propose a method for delivering scheduled feedback sessions to veterinary medical learners. This differs from ‘on-the-go’ feedback during each clinical encounter, which we have discussed in a previous article related to the use of the five microskills in clinical teaching.

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“…O'Malley et al (5) explored the effectiveness and e ciency of the 5 minute feedback form (5MFF) used in physiotherapy clinical placement settings in Ireland. The 5MFF provides a feedback structure that requires contribution from both students and clinical educators in order to help standardise feedback practice and improve frequency of feedback between different actors.…”

Section: Introductionmentioning

confidence: 99%

Developing feedback literacy in physiotherapy students: a pilot study

Chong

Chow

Tsang

2022

Preprint

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Background: The ability to meaningfully use feedback is an important life skill especially in the healthcare industry. Traditionally, feedback has been viewed as rather one-way information. A new feedback literacy paradigm stresses the importance of student agency and reconceptualising feedback as a sense-making process. However, research on how to improve feedback literacy is still in the development stage.Methods: This mixed method pilot study explored the effectiveness of a novel feedback literacy workshop for physiotherapy students. Participants’ level of feedback literacy was measured before and after the workshop using a customised questionnaire. Participants also shared in a focus group their perceptions and experiences of feedback before the workshop, as well as anticipated changes after the workshop. Results: Thematic analyses from the focus group illustrated mixed reactions to the workshop. While there were mismatches of expectations about the workshop, participants anticipated positive change resulting from it. They also demonstrated feedback seeking behaviour after the workshop, a feature that the new paradigm aims to promote. However, owing to the small and possibly biased sample, no statistically significant difference was found between the pre-test and post-test feedback literacy score in the Wilcoxon signed rank test (P>0.05).Conclusions: There is potential for a curriculum-embedded and structured feedback literacy training to improve feedback literacy in physiotherapy students. The pilot results provide insights on workshop designs and implementation strategies for a future larger scale study.

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Enabling the feedback process in work-based learning: an evaluation of the 5 minute feedback form

Cited by 3 publications

References 36 publications

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Use of Effective Feedback in Veterinary Clinical Teaching

Developing feedback literacy in physiotherapy students: a pilot study

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