Pharmacy Students’ Views of Faculty Feedback on Academic Performance

Hall, Maurice; Hanna, Lezley-Anne; Quinn, Siobhan

doi:10.5688/ajpe7615

Cited by 19 publications

(17 citation statements)

References 26 publications

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“…However, from a student perspective this is more positive than findings from some other studies, e.g. Hall et al (2012). While many staff (85%) and students (87%) were in agreement that it is important students have an opportunity to discuss feedback with lecturers face-to-face, less staff (77%) staff suggested they encourage students to do so and far fewer students (45%) agreed that they were encouraged to discuss feedback face-to-face.…”

Section: Current Feedback Practicecontrasting

confidence: 52%

Feedback on feedback practice: perceptions of students and academics

Mulliner

Tucker

2015

Assessment & Evaluation in Higher Education

198

167

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While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students' engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students' engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.

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Section: Current Feedback Practicecontrasting

confidence: 52%

Feedback on feedback practice: perceptions of students and academics

Mulliner

Tucker

2015

Assessment & Evaluation in Higher Education

198

167

View full text Add to dashboard Cite

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“…This may be explained in the light of high students-to-academic staff ratio and excessive assignments required from students, resulting in lack of time and mismanagement of personalized feedbacks. This finding is consistent with another study which reported that less than one-third students were satisfied with the general feedback they received from teachers, with even fewer students being satisfied with examination feedback [27].…”

Section: Resultssupporting

confidence: 90%

Nursing Students' Satisfaction with the Academic Program: Across-sectional Study

El-Seesy¹,

Banakhar²,

Kandil³

2020

ujer

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“…They participated in pilot testing of the survey, after which small technical refinements were made before it was published for national dissemination. 16 In September 2012, an electronic link to the online survey was published in the Pharmacy Board of Australia's August communiqué, which can be accessed by all registered pharmacists. The survey was also published in an online newsletter sent to members of the Pharmaceutical Society of Australia (around 14 000 members) and in the SHPA bulletin (around 2500 members).…”

Section: Methodsmentioning

confidence: 99%

Australian Pharmacists' understanding of their Continuing Professional Development Obligations

Thompson

Nissen

2013

Pharmacy Practice and Res

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Background: Adoption of mandatory continuing professional development (CPD) for pharmacists in Australia is relatively new. Difficulties have been reported with the introduction of CPD frameworks in other countries. There is limited information on how Australian pharmacists have engaged with the CPD requirements for registration. Aim: To explore Australian pharmacists' understanding and engagement with the CPD requirements for renewal of registration. Method: The Pharmacy Board of Australia's CPD requirements for registration was used to design an online survey to explore the level of understanding and engagement Australian pharmacists have with the CPD framework. Results: 278 pharmacists responded to the survey -66% were female, 30% were male and 4% did not disclose their gender. 63% of respondents noted that it would not be difficult to acquire 40 CPD credits annually. Respondents identified that Group 1 activities were a preferred way of acquiring CPD credits. Majority of pharmacists (91%) believed that they knew the CPD requirements for registration and 77% noted that there had been sufficient guidance provided. Despite this, 26% of participants had never used self-directed learning plans and 38% did not know how to undertake self-directed learning. 76% of participants were under the common misconception that CPD is synonymous with continuing education. Conclusion:The majority of pharmacists believe they understand and can engage in the acquisition of CPD credits for renewal of registration. Some aspects of the CPD framework was not understood, such as how it aims to develop a pharmacist's practice. This aspect of the CPD framework will need to be further developed. J Pharm Pract Res 2013; 43: 213-17.

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Pharmacy Students’ Views of Faculty Feedback on Academic Performance

Cited by 19 publications

References 26 publications

Feedback on feedback practice: perceptions of students and academics

Feedback on feedback practice: perceptions of students and academics

Nursing Students' Satisfaction with the Academic Program: Across-sectional Study

Australian Pharmacists' understanding of their Continuing Professional Development Obligations

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