Constructive Feedback Teaching Strategy

Altmiller, Gerry; Deal, Belinda J.; Ebersole, Nancy W.; Flexner, Randi; Jordan, Janet; Jowell, Vicki; Norris, Tommie L.; Risetter, Mary Jo; Schuler, Monika; Szymanski, Kathleen; Vottero, Beth; Walker, Danielle

doi:10.1097/01.nep.0000000000000385

Cited by 16 publications

(16 citation statements)

References 14 publications

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“…These findings are consistent with past studies, suggesting that training students in peer feedback skills supports production of high-quality peer feedback. 21,22 In addition, this study extends previous research by providing objective data related to learning outcomes in terms of knowledge and quality of feedback. Moreover, it contributes evidence to support the essential role of value in increasing the likelihood students will provide high-quality feedback in authentic peer-review contexts.…”

Section: Discussionmentioning

confidence: 57%

Effects of Knowledge and Value on Quality of Supportive Peer Feedback

Tornwall

Xie

et al. 2020

Nurse Educ

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Background: Motivational barriers and lack of knowledge about peer review inhibit creation of supportive peer feedback between nursing students. Purpose: The purpose of this study was to examine the effects of knowledge of peer-review practices and value for the process of creating supportive peer feedback on the quality of feedback nursing students create for their peers. Method: Data from 155 graduate nursing students were analyzed in this quasi-experimental, repeated-measures design, using analysis of covariance and conditional process analysis. Results: Students who had high levels of knowledge and a strong sense of value for providing feedback to peers produced higher-quality supportive peer feedback. Conclusion: Even when a student has sufficient knowledge and skills to produce supportive peer feedback, their ability may not transfer to real peer-review contexts if they do not also have a strong sense of value for providing high-quality feedback to peers.

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Section: Discussionmentioning

confidence: 57%

Effects of Knowledge and Value on Quality of Supportive Peer Feedback

Tornwall

Xie

et al. 2020

Nurse Educ

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“…Furthermore, engaging students in discussions around their self-recorded videos allowed students to compare their own performances against their peers, as well as reflect on improving their own skills. Students were also able to practice providing and receiving constructive feedback, which is an important quality that is necessary for ongoing development [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE)

et al. 2022

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We explored the use of a video-based reflective design in preparing first-year pharmacy students for their Objective Structured Clinical Examination (OSCE) in Victoria, Australia. This involved pre-workshop activities (a recording of themselves simulating the pharmacist responding to a simple primary care problem, written reflection, review of the OSCE video examples and pre-workshop survey); workshop activities (peer feedback on videos) and post-workshop activities (summative MCQ quiz and post-workshop survey). These activities took place three weeks before their OSCE. A mixed-method study design was employed with quantitative and qualitative analyses of the surveys and a focus group. A total of 137 students (77.4%) completed the pre- and post-workshop surveys, and ten students participated in the focus group. More student participants (54%) reported feeling prepared for the OSCE post-workshop than pre-workshop (13%). The majority (92%) agreed that filming, watching and reflecting on their video allowed them to learn and improve on their skills for the OSCE. The regression analysis found that video recording submissions and written reflections correlated positively with student OSCE performances, and the video-based reflective design learning experience was perceived to be beneficial in multiple ways. Thematic analysis of the focus group data revealed that students acquired metacognitive skills through the self-assessment of their video recordings, developed an awareness of their learning and were able to identify learning strategies to prepare for their first OSCE. Fostering students’ feedback literacy could be considered in future educational designs.

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“…This finding is aligned with another study in which nursing students identified receipt of constructive feedback as an opportunity for improvement in professional performance and patient safety. 8 Students also expressed a desire to engage in a fair exchange of high-quality peer feedback. Students who had a higher sense of value for providing peer feedback tended to cite a goal to help their peers in advance of confirmation of a fair exchange of high-quality feedback (sometimes referred to as "paying it forward"), whereas students with a lower sense of value for providing peer feedback were less optimistic about receiving a fair exchange of effort and quality in peer review and feedback.…”

Section: Discussionmentioning

confidence: 99%

“…7 Students who value the peer feedback process are more likely to invest time and effort in transferring peer review knowledge and skills to real-world contexts. 8 Therefore, a deeper understanding of the motivating forces for students who transfer knowledge about peer feedback and apply peer-review skills in authentic contexts will help faculty plan educational opportunities that promote a strong sense of value for providing supportive peer feedback among all students. Ultimately, exchange of high-quality peer feedback in well-designed peer review activities will support development of self-regulation in learning, deeper student engagement with performance standards, and effective collaboration in high-functioning teams.…”

Section: Nurse Educatormentioning

confidence: 99%

Peer Review

2021

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Background: Students who value peer feedback processes are more likely to provide supportive feedback to peers. Purpose: The purpose of this study was to explore the factors that motivate and demotivate students to provide supportive feedback to peers. Method: A secondary analysis of qualitative data collected from 148 graduate nursing students in 7 master's-level courses was conducted to identify the themes related to motivating and demotivating factors in peer review and how they related to students' sense of value for providing supportive peer feedback. Results: Common themes included perceived potential for supportive peer feedback to improve self, peer, and team performance, and quality of patient care. Themes related to demotivation included lack of time and fear of negative impact on peers. Conclusion: Faculty should emphasize to students the positive impact of supportive peer feedback on nursing care. Assignments can be structured to promote a fair exchange of supportive feedback between peers.

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Constructive Feedback Teaching Strategy

Abstract: Viewing this teaching strategy enabled nursing students to develop an awareness of the opportunity that constructive feedback presents for professional development, self-improvement, teamwork and collaboration, and patient safety.

Cited by 16 publications

References 14 publications

Effects of Knowledge and Value on Quality of Supportive Peer Feedback

Effects of Knowledge and Value on Quality of Supportive Peer Feedback

A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE)

Peer Review

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