Written feedback and continuity of learning in a geographically distributed medical education program

Harvey, Pam; Radomski, Natalie Anne; O'Connor, Dennis

doi:10.3109/0142159x.2013.827332

Cited by 11 publications

(15 citation statements)

References 19 publications

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“…Both pre-and post-test results contrasted with findings that teachers' comments are seldom suggestive. 11,12 Roughly 35% of participants' comments in both tests of the present study were suggestive. It also came as a surprise that praise decreased in the post-test by nearly 2%.…”

Section: Discussionmentioning

confidence: 52%

“…5 It was observed that teachers fail to strike a balance among praise, criticism and suggestions while giving WFB, which can be discouraging for students. When WFB is centered only on the accuracy 11 of assigned work or correcting errors 12 rather than suggesting ways to improve the work, the opportunity for students' learning is lost.…”

Section: Original Articlementioning

confidence: 99%

“…15 Numerous studies 3,5,6,[16][17][18] have isolated significant qualities of WFB that affect students' uptake, understanding and utilization of the feedback. Where studies have reported great variations in teachers' practices of providing WFB 5,11,12,14 ; there is an emphasis on the provision of context-specific feedback. 1,19,20 Thus, earlier studies have considered teachers' training as instrumental to provide effective feedback.…”

Section: Original Articlementioning

confidence: 99%

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Effect of formal training workshop on teachers’ quality of written feedback in higher education

Gul

Tharani

Rizvi

et al. 2021

JSTMU

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Introduction: The significance of written feedback in students’ learning is well established in the literature; however, it is contingent on several factors, particularly the quality of written feedback. Many teachers are not formally trained to give feedback that could affect the student learning. Objective: This study was designed to investigate whether teachers modify their written feedback in response to a formal training workshop on written feedback. Methodology: Using a quasi-experimental design with pre and post within subject design, 94 teachers participated in this study. As a pre-test, participants were made to provide written feedback on a sample script at the beginning of the workshop. This was followed by a two-day interventional workshop that included discussions and hands on exercises on multiple aspects of written feedback. At the end of the workshop, the participants were again asked to provide feedback on the same script. Results: Comparisons between the pre- and post-intervention data revealed several differences. The quantity of feedback increased subsequent to the intervention. A rise in feedback on form and writing style was observed after the workshop, as opposed to a slight drop in feedback on content, leading to a more balanced focus. Although some of the desired differences, such as avoiding vague comments and criticism, were statistically insignificant, most of the other, differences in the pre-test and post-test were statistically significant. Conclusion: This study affirms that a formal training workshop could improve the quality of teachers’ written feedback.

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Section: Discussionmentioning

confidence: 52%

Section: Original Articlementioning

confidence: 99%

Section: Original Articlementioning

confidence: 99%

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Effect of formal training workshop on teachers’ quality of written feedback in higher education

Gul

Tharani

Rizvi

et al. 2021

JSTMU

View full text Add to dashboard Cite

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“…Similarly, researchers examined the statements of undergraduate medical students regarding WFB on their clinical performance. [21] They determined that only 16% of the WFB statements focused on suggestions for areas of improvement, while the rest of the statements indicated that the work was either correct or incorrect. Likewise, a study conducted in the UK to explore the teachers' practices of WFB by recruiting both faculty and students.…”

Section: Literature Reviewmentioning

confidence: 99%

Nurse teachers’ conceptions and practices of written feedback in Karachi

Idrees

Gul

Tharani

et al. 2016

JNEP

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Background: Written Feedback (WFB) plays a significant role in student's learning in terms of improvement of their academic writing skills. However, the quality of WFB may be affected by various personal and contextual factors. This study aimed to identify nurse teachers' conceptions and practices of WFB on written assignments in nursing degree offering institutions in Karachi, Pakistan. Methods: A cross-sectional descriptive study design was used to answer the study questions. The study was conducted at 11 nursing schools in Karachi by recruiting those teachers who were teaching in nursing degree programs. The sample size of the study consists of 80 teachers. Universal sampling technique was used to select the subjects of the study. Results: The study result consists of demographic information of the participants, teachers' conceptions and their practices of WFB. Although majority (92%) of the teachers believed that WFB is important for students' learning, they acknowledged that they were not able to provide WFB at optimum level to their students. This gap in practice is attributed to various personal, contextual, and organizational factors; among them, the highest reported factors were teachers' lack of training for provision of WFB (84%), distraction in the environment (78%), and constraints of time due to teacher's workload (74%). Conclusions: The importance of WFB for students' learning is well established in the literature. However, the preparation of teachers and an enabling environment to facilitate teachers for optimum practices of WFB needs considerable attention by educational institutions.

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“…La mitad de los informes de las evaluaciones no señalaba ningún plan de acción y en casi la tercera parte de los casos no se aportaban sugerencias para el desarrollo del estudiante. En esta línea de pensamiento, Harvey et al [28] han analizado recientemente el modo en que los tutores clínicos construyen el feedback escrito del rendimiento y los objetivos de aprendizaje de los estudiantes de medicina. Tras revisar los registros de 1.000 mini-CEX realizados en estudiantes de medicina, encontraron que el 40% contenía comentarios de feedback específi cos y el 80%, comentarios referidos al rendimiento del estudiante.…”

Section: Utilización Del Mini-cex En Estudiantes De Medicinaunclassified

La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicina

et al. 2015

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La historia del Mini Clinical Evaluation Exercise(mini-CEX) empieza a principios de los años setenta, cuando la American Board of Internal Medicine (ABIM) estaba buscando una alternativa a las tradicionales evaluaciones orales de los residentes [1], como consecuencia de los problemas logísticos y de las limitadas propiedades psicométricas de este tipo de evaluaciones. La ABIM organizó un grupo de La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicinaJosep E. Baños, Carmen Gomar-Sancho, Elena Guardiola, Jordi Palés-ArgullósResumen. En los últimos años se recomienda el uso de instrumentos que evalúen la adquisición de habilidades clínicas en el contexto de la práctica clínica. Entre los instrumentos más recomendados se encuentra el Mini Clinical Evaluation Exercise (mini-CEX), desarrollado inicialmente para la evaluación de médicos residentes, y que ha demostrado una buena fi abilidad y validez. Aunque se ha utilizado en estudiantes de medicina, no se dispone de un análisis completo de la experiencia acumulada. Para la presente revisión se realizó en septiembre de 2014 la búsqueda de los artículos indizados en Medline, Embase, Biosis Previews y Current Contents. Se seleccionaron aquellos artículos que incluían los términos 'mini clinical evaluation exercise', 'mini-CEX' o 'mcex'. Tras la eliminación de los duplicados se obtuvo un total de 168 artículos. Se revisaron los que se referían al uso del mini-CEX en estudiantes de medicina (n = 34) y se analizaron a fondo aquellos que contenían datos empíricos (n = 21). Los estudios llevados a cabo en estudiantes de medicina confi rman que el mini-CEX es un instrumento útil y factible para evaluar las habilidades clínicas de los estudiantes de medicina y que posee propiedades psicométricas adecuadas en términos de validez y fi abilidad. Asimismo, es bien aceptado por estudiantes y tutores y puede ser usado tanto con fi nalidades formativas como sumativas. La importancia de dar un feedback adecuado y la concordancia de las puntuaciones de los tutores son los puntos más críticos en la implementación del mini-CEX en estudiantes de grado. Competing interests:None declared. © 2015 FEM Use of Mini Clinical Evaluation Exercise (mini-CEX) in medical studentsSummary. In recent years the use of work-based assessments has been increasingly recommended to evaluate clinical skills, as they allow for the evaluation of performance in the context of clinical practice. Among these tools, one of the most recommended is the Mini Clinical Evaluation Exercise (mini-CEX). This method was developed to be used in physicians-in-training and has good reliability and validity properties. Even when mini-CEX has also been used in medical students, a review of its value in undergraduates is lacking. This review is mainly based on a search of the articles indexed in Medline, Embase, Biosis Previews or Current Contents databases in September 2014. References were selected for articles which included the following terms: 'mini clinical evaluation exercise', 'mini-CEX'...

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Written feedback and continuity of learning in a geographically distributed medical education program

Cited by 11 publications

References 19 publications

Effect of formal training workshop on teachers’ quality of written feedback in higher education

Effect of formal training workshop on teachers’ quality of written feedback in higher education

Nurse teachers’ conceptions and practices of written feedback in Karachi

La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicina

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