Holistic feedback approach with video and peer discussion under teacher supervision

Abstract

BackgroundHigh quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers’ insight into students’ feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky’s zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher’s guidance. The aims of this qualitative study were to explore students’ perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning.MethodsSemi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital.ResultsVideo based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other’s mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment.ConclusionsThis study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the standard descriptive feedback.

Student feedback delivery modes: A qualitative study of student and lecturer views

“…Feedback evaluates the quality of the work but should also provide guidance on how to improve (Quality Assurance Agency, 2012). However, research suggests that both students and lecturers are consistently dissatisfied with the current state of affairs, with a gap highlighted between the feedback given and the feedback that students act upon (Cartney, 2010;Evans, 2013;Hunukumbure et al, 2017). In response, many higher education institutions have sought to address this gap by improving the quality of written feedback provided to students (Glover and Brown, 2006).…”

Peer supervision experiences of drug sellers in a rural district in East-Central Uganda: a qualitative study

“…Through repeated networking with fellow supervisees, peer supervision is seen as one of the best ways of accessing the wisdom of others in a cooperative and mutual way providing an opportunity to re ne professional skills through immediate feedback [23]. Therefore, to strengthen supervision among drug sellers, it was envisaged that since peer supervision had been effective in other settings such as mental health care delivery [24], there was a likelihood that similar results would be achieved among drug sellers in rural settings in Uganda.…”

Peer supervision experiences of drug sellers in a rural district in East-Central Uganda: a qualitative study

“…Through repeated networking with fellow supervisees, peer supervision is seen as one of the best ways of accessing the wisdom of others in a cooperative and mutual way providing an opportunity to refine professional skills through immediate feedback [23]. Therefore, to strengthen supervision among drug sellers, it was envisaged that since peer supervision had been effective in other settings such as mental health care delivery [24], there was a likelihood that similar results would be achieved among drug sellers in rural settings in Uganda.…”