Enhancing Academic Feedback for Student Engagement
Edinburgh medical school seeks to improve feedback delivery to students by conducting class-wide discussions, creating a comprehensive feedback inventory, and monitoring feedback techniques. The study aims to address confusion among staff and enhance student satisfaction with feedback, supported by data from over 1,000 students across various academic and demographic variables.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Improving Academic Feedback - Turning the ship around with the power of 1000 students David Hope 25.04.2013
Background Edinburgh receives low rating on feedback compared to other medical schools despite high overall ratings Staff are often confused as to what students want from feedback and cannot deliver feedback in a useful and satisfying way Staff need to engage with students directly and repeatedly
Study Goals Organise class-wide discussions on feedback Create a large questionnaire covering key academic, demographic and feedback related variables Target students in difficulty Track students year to year to understand feedback Monitor new feedback techniques as they happened Find out where Edinburgh is compared to other schools
Class-wide discussions Students had very limited understanding of how assessment processes worked, or the timescales involved The need for individualized feedback that could be retained indefinitely was repeatedly emphasised Immediate post-exam feedback was very unpopular, as was out of hours feedback sessions for practical and ideological reasons
The Edinburgh Feedback Inventory Over 1,000 students have supplied data Over 250 variables including Age Nationality Socioeconomic status Gender Feedback satisfaction Academic performance One of the largest such databases in the world Can be expanded due to non-anonymous recording
Edinburgh Feedback Inventory Short series of questions on what matters in feedback Students think feedback is important (mean = 4.1 SD = 1.0) But they are not very happy with their current feedback (mean = 2.81, SD = 1.0) 650 participants responded over two years
Maturational Effects Murdoch-Eaton D, Sargeant J. Maturational differences in undergraduate medical students perceptions about feedback. Medical Education. 2012;46(7):711-721.
Table of results Question (1 to 6 6 is maximum) Leeds Edinburgh I consider it important to get feedback on my work 5.4 5.1* I think I receive enough feedback 3.7* 3.0* I understand what types of feedback are appropriate for the type of course/project/core unit I am studying 3.7* 3.9 I know what to do when I get feedback 4.3 4.0 I know where to get more feedback if I need it 3.1* 2.5*
Feedback satisfaction Also declines as students progress Yr 1 = 3.2 Yr 3 = 2.6 Yr 5 = 2.5 Satisfaction is related to personality, not to rating of the importance of feedback
International students Rate feedback as less important Feedback satisfaction much higher Home country does not seem to have an effect, but sample size low
Delivering feedback Feedback is often delivered in clinical contexts BUT MCQ exams are responsible for much of the final grades AND they are supposed to test relevant knowledge
OSCA-FM After sitting the exam students can view their answers They can look at correct and incorrect responses and view an explanation for each case They cannot record these or take them away
Tagging A summary score for a relevant area of knowledge Cardiovascular/pathology/ethics/ECG Score measured as a percentage of the class average and the maximum possible score Can take these away
Students in difficulty Very rare for students in difficulty to involve themselves in voluntary activities including feedback surveys Very few fails or near fails completed the feedback questionnaire Students who struggled last year were less likely to participate in the formative exam Need to target such students directly
Interviewing students in difficulty Many reported feeling adrift Even though we try to provide struggling students with feedback many claimed to have never received it or been offered it Most reported uncomfortable experiences while receiving feedback with staff acting in difficult or condescending ways These comments rarely make it into formal feedback reviews
Feedback in multi-station exams What do other schools do? Ranges from Nothing Summary scores and percentages Written comments Extensive written and verbal comments using specialist software with the exam designed around a simple mark scheme to maximise feedback
Where is Edinburgh? Seems to give less feedback than most but not dramatically so The frequent comments of feeling adrift strongly suggest feedback is a focus for wider feelings of isolation/alienation The de-maturation suggests students overwhelmingly focus on what is happening at the time not over the course of the degree
Student Comments the bad Feedback often provide points of weaknesses and strengths, but lack points regarding how to improve. Often too generic especially PPD marks. Not available or easily accessible especially when you have just achieved a borderline pass in an exam. In this situation any feedback would be very much appreciated.
Student comments the good Regarding the formative examination, the detailed break down of answers was indispensable. It is easily accessible. Some consultants and GPs do take their time to give constructive feedback with practical advices.
On-going work Merging in academic data Testing the effects of academic motivation Exploring the impact of different mechanisms Evaluating longitudinal effects
