Abstract
The aim of this study was to elicit information about the use of picture cards to stimulate student feedback following a postgraduate dental course. Twenty-nine general dental practitioners (GDPs) volunteered for the study. Following an explanation of how this style of feedback worked, students were asked to choose a picture card from those available and use that image to stimulate their feedback. An independent interviewer introduced the topic and gathered comments in the form of qualitative data, generated by pre-formed questions. 93% (n = 26) questionnaires were completed and returned. 77% (n = 20) GDPs reported enjoying giving their feedback by ‘picture card’ technique; 83% (n = 20) reported this form of feedback stimulated their thoughts. Qualitative data were analysed thematically. Some GDPs felt the picture cards helped them formulate their feedback, others felt being able to give feedback to a third party they did not know was beneficial and giving feedback as a group was helpful. This novel approach of using picture cards to stimulate feedback was well received by these GDPs. A mixed result as to the value of this style of feedback was evident. A group feedback session facilitated by a stranger was considered to be a valuable approach to take.
Highlights
The need to elicit feedback from students reporting to teachers about their learning experiences and from teachers to students about the students’ progress, understanding and future learning needs is essential [1]
I don't think it helped discussion, I would just prefer to say my opinion. It was slightly random but good selection of pictures. These comments indicated that individuals within the cohort were divided as to whether they enjoyed this new form of delivering their feedback: from the individual who found it a positive experience that helped them with feedback, to the general dental practitioners (GDPs) who appeared to have decided on their feedback already and was not going to be influenced by a picture card
The novel approach of using picture cards to stimulate feedback following a year-long restorative programme was well received by the participating postgraduate dentists
Summary
The need to elicit feedback from students reporting to teachers about their learning experiences and from teachers to students about the students’ progress, understanding and future learning needs is essential [1]. We investigate a novel method for eliciting feedback provided by students to their teachers, using picture cards to facilitate that feedback. The traditional questionnaire or tick box evaluation methods, which attempt to measure participants’ reactions to learning interventions and are often designed to satisfy educational quality assurance requirements, in many cases do not adequately reflect the whole learning experience [2]. There is a perceived need for an alternative approach to producing such required feedback. The managerial measuring of learning has become a mantra or Holy. There is a belief that measuring students’
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