When students prefer feedback to grades: Evidence from one course

Sharma, Payal; Veremis, Brandon; Katser, Margarita; Ramaswamy, Vidya

doi:10.1002/jdd.13068

Cited by 1 publication

(1 citation statement)

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“…The consistent use of a survey similar to the one described in this study can be used as a tool to assess areas where clinical instruction can be improved. Indeed, previous studies demonstrated that students prefer feedback-based approaches to judge their performance rather than just grades, but until this survey, the manner of feedback was not established (Sharma et al, 2022).…”

Section: Discussionmentioning

confidence: 90%

Assessing Dental Student and Faculty Views on the Transition to the Clinical Setting

Hockaday

Sandhu

Rajadurai

et al. 2022

JCT

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Introduction: Dental education reform has been a focus for many schools over recent years, particularly in light of the COVID-19 pandemic. The purpose of the presented study was to assess faculty and student preferences for feedback styles, learning modalities in the clinical setting, and transitioning from the preclinical to clinical environments.Methods: Two separate surveys were distributed to clinical faculty and students from classes of 2021, 2022, and 2023.Results: Notably, faculty had significantly more favorable views on interpersonal dynamics within the student clinic compared to students (p = 0.0255). While students and faculty differed in their views on the transition from preclinical to clinical practice, clinical performance, and teaching/learning modality preferences, these results were not statistically significant.Conclusion: Nevertheless, discrepancies in student and faculty responses to questions centering on feedback preferences, teaching/learning modality preferences, and transitioning to the clinical environment indicate potential avenues to explore for future development efforts.

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Section: Discussionmentioning

confidence: 90%