Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Abstract

Background: Recruiting and retaining facilitators in problem-based learning requires considerable staff development. Providing meaningful feedback to individual facilitators should contribute to improved management of the tutorial group. Aim: To ascertain the value ascribed by facilitators to feedback they received (based on student input) regarding their performance in the small group tutorial in a new problem-based learning curriculum. Methods: Thirty-seven facilitators from a purposive sample, selected for their facilitation experience during the 2001-2003 period, completed a comprehensive survey regarding their experiences. The aspect currently being reported deals with the perceived usefulness of the feedback they received from students and from Faculty following the evaluation of their participation in the small group tutorial. Data are reported for medically qualified and non-medically qualified facilitators. Results: Both clinical (50%) but more notably the non-clinical (70%) facilitators found the feedback (individual facilitator and general report) useful. Facilitators generally preferred the qualitative comments provided by students in the open-ended section of the evaluation to the Likert scale items. Student comments were valued for the specific direction they offered facilitators to reflect and improve on their management of the small group. For this feedback to be more useful, however, facilitators believed that it needed to be completed by more students who took time to critically engage with the criteria and reflect more honestly on their experiences. In addition, facilitators requested for feedback reports to be made available sooner such that they could improve their facilitation skills for the next group of students. Conclusions: Both qualitative and quantitative feedback are important for facilitator development and training. While quantitative feedback is important for summative purposes (e.g. quality assurance and promotion), individual student comments provide more formative feedback, allowing facilitators to reflect on and improve their management of the small group. In order for the feedback to be valid, the majority of students had to participate. Facilitators should receive feedback in time to allow them to modify their activities for the new group.

Desenvolvimento docente nos cursos de medicina: um campo fecundo

“…Em um dos documentos analisados, os argumentos apresentados sustentam que, para habilitar o professor/tutor a se desenvolver, será necessário que o feedback aconteça e tenha caráter informativo, formativo, válido e confiável. Não é suficiente fornecer feedback, sua qualidade é o mais relevante 15 .…”

“…São 17 subtemas que se traduzem em pontos delineados para adequação e melhoria da prática docente, que perpassam pelos temas currí-culo, ensino-aprendizagem, avaliação e formação. Para que o tutor imprima seu papel, é importante a continuidade dos treinamentos, tanto dos novos tutores quanto dos experientes 15 .…”

“…O processo de implantação, implementação ou mudança curricular requer uma abordagem profissional e acadêmica de ensino-aprendizagem, mas os professores necessitam de suporte e treinamento para que se dediquem ao ensino como o fazem em relação à pesquisa 15 . A promoção de uma cultura institucional que valide o ensino de excelência levará o ensino e a pesquisa a participarem de um mesmo nível de relevância 14 .…”

The Influence of Human Resource Development on Systemic Practices, Utility, and Organizational Results among Contracting Professionals

“…The methodology allowed for statistical evaluation of the research questions and hypotheses. Precedent exists for the use of a quantitative methodology in HRD and human resources related studies, similar to the methodology used in this study (Lloyd, 2014;Setyaningdyah, Nimran, & Thoyib, 2013;VanWyk & McLean, 2007). A quantitative approach was appropriate for this study because it utilized an instrument designed to assign numerical values to the participants' observations and experiences related to their respective HRD environments.…”

“…A purposive sample is one in which participant selection is based on meeting certain criteria of interest to ensure the most relevant information is obtained based on the population (Cooper & Schindler, 2011). Furthermore, use of similar approaches in training and human capital studies is common (Lloyd, 2014;Setyaningdyah, Nimran, & Thoyib, 2013;VanWyk & McLean, 2007). Because the study was interested in drawing conclusions based on the NCMA, random sampling of the group would not yield additional value.…”