Abstract
BackgroundFeedback is an essential element in performance training. However, little effort has been made to measure the effects of positive and negative feedback on the ability of self-rated assessment, affective responses, and motivation to learn in healthcare education.MethodsThis study was a quasi-experimental posttest design to examine the effects of an examiner’s positive and negative verbal feedback on the accuracy of self-assessment, emotional responses, and self-efficacy. Second-year nursing students were recruited in a university in South Korea. A total of 110 participants were assigned randomly to a positive feedback (PF) group (n = 58) and a negative feedback (NF) group (n = 52). All participants completed the performance measure and then received a positive or negative feedback from an evaluator. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator’s and completed the survey for emotional response and self-efficacy. Chi-squared tests, Fisher’s exact tests, independent sample Student’s t tests, and Mann–Whitney nonparametric U tests, and Analysis of covariance (ANCOVA) were used to compare the baseline measurements of the demographic characteristics and the dependent variables between the PF and NF groups.ResultsThe NF group demonstrated a more accurate self-rated assessment than the PF group (p < 0.001). While self-efficacy (p < 0.001) and positive emotions (p < 0.001) were significantly stronger in the PF group than in the NF group, negative emotions were significantly stronger in the NF group than in the PF group (p = 0.001).ConclusionsEvaluator’s verbal feedback exerts a significant influence on the accuracy of self-assessment as well as emotions and self-efficacy. Instructors should pay attention to providing feedback to students, taking into account the impact of positive or negative feedback.
Highlights
Feedback is an essential element in performance training
There were no significant differences in gender or grade point average (GPA) for previous academic achievement between the two groups
The mean difference between the self-assessment score and actual score in the positive feedback (PF) group was 2.1 ± 3.2, which was higher than the difference in the negative feedback (NF) group of 0.8 ± 1.9
Summary
Little effort has been made to measure the effects of positive and negative feedback on the ability of self-rated assessment, affective responses, and motivation to learn in healthcare education. Van De Ridder et al [2] described feedback as “being specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve performance”. Students are given the opportunity for feedback to determine any performance gaps and to improve performance areas in which they might be expected to self-assess accurately. Self-assessment ability is one of the key elements of self-directed and performance-based learning, there is a need to measure students’ abilities to accurately self-assess their own performance. A feedback strategy is needed to reduce the gap and enhance the appropriateness of self- assessment
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