Experience Feedback Research Articles

Students’ perceptions of assessment feedback in an undergraduate nursing and midwifery subject: a mixed-methods study

Background: In an undergraduate Bachelor of Nursing course, students enrol in an evidence-based Practice (EBP) subject. Three scaffolded tasks assess students’ ability to find, summarise and synthesise professional literature. For each assessment task, students are provided feedback that informs subsequent assessments. It is unclear how students use the feedback, and what elements of feedback are perceived as being most useful. Aim: This study aimed to examine nursing students’ perspectives of receiving feedback from scaffolded assessments and how feedback received influenced the development of the final assessment task. Design: A mixed-methods approach was used with a cross-sectional survey and online qualitative interviews. Setting: This research was conducted at Deakin University, School of Nursing and Midwifery in Melbourne, Australia. Participants: One hundred forty-eight students (17.4%, n = 851) participated in the cross-sectional survey. Seven students participated in the online qualitative interviews. Methods: Students enrolled in the EBP subject in Trimester, 2023 were invited to participate in a survey where they rated their experience of assessment feedback using a Likert scale. Students were also invited to participate in an online qualitative interview that further explored their perceptions. Results: Assessment exemplars were highly beneficial to understanding the assessment task (87.8% agree/strongly agree, n = 107). Responding to feedback was challenging (38.5%, n = 47). Qualitative themes identified were engagement with assessments, appropriateness of feedback, and use of scaffolded feedback. Conclusions: This study highlights that scaffolded feedback is valuable for student learning. Feedback in each rubric criterion helps with the alignment of learning outcomes. Resources that support students in how to respond to feedback are important.

Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement

ABSTRACT This article explores student perceptions and experiences of peer review, the influences on potential feedback uptake, and the value attributed to discourse and collaborative learning processes in personal development. Higher education is increasingly promoting active student engagement in feedback, yet perceptions of the quality of feedback experiences, as voiced in evaluations and national student surveys, appear to contradict this movement’s aims, calling into question the effectiveness of current practice. This article aims to contribute to the development of dialogic feedback approaches by identifying potential barriers and enablers to effective peer review, with this insight significant for improving student learning experiences. Based on a qualitative study and thematic analysis of formative peer review practice by undergraduate students, it found that peer reviews are valued as a dialogic feedback practice because they encourage independent learning, and that they offer significant value in developing critical thinking skills and self-reflection. Key student engagement factors include constructive learning environments, emotional management, tutor-student power relations, and iterative cycles of developmental learning. The theoretical and practical implications of these findings are discussed. The article contributes novel strategies for advancing peer review practice and embedding dialogic feedback within higher education to increase student agency over their own learning.

A qualitative exploration of feedback experience among final-year physiotherapy students using activity theory

BackgroundFeedback is an important part of learning, however, it often does not have the desired effect. Much work has been done exploring students’ engagement with feedback and factors which may impact engagement. Mutual understanding of feedback and feedback practice on the part of the student and educator is essential.MethodsThis study explored the perceptions of feedback of final-year physiotherapy students at Stellenbosch University (South Africa). Twelve semi-structured interviews were conducted to generate data. Cultural-historical activity theory was used as an analytic lens in the data analysis.ResultsStudents understood feedback to be a continuous, bidirectional conversation in which they were actively involved. Students recognised their agency in feedback practice. Despite their understanding, their agency was often undermined by factors such as the environment, context and most notably the perceived positioning and relationships between students and educators. Educators who were perceived as credible and created a safe psychosocial space had a positive influence on the students’ perception of feedback.ConclusionsStudents’ perceptions of feedback and their engagement was the product of a complex and dynamic interplay of factors. While students recognise their agency, this may be hindered by relationships and the design of feedback in the curriculum. As educators, one must consider how we contribute to this and enable students to activate and use their agency in feedback practice.

Experience feedback on participation in a structured, psychodynamic supervision centered on the clinician-patient interaction: Are oncologists ready to talk about themselves?

Experience feedback on participation in a structured, psychodynamic supervision centered on the clinician-patient interaction: Are oncologists ready to talk about themselves?

The pilot application of escape rooms as a method to evaluate basic nursing skills: a qualitative study of student experiences

BackgroundEscape rooms have become increasingly popular in recent years as teaching tools. However, traditional Chinese education still relies heavily on teacher-led instruction, and there is limited research on the application of escape room-style teaching methods in nursing education. This study initially applied the escape room method to evaluate basic nursing skills and aimed to explore the experiences of undergraduate nursing students participating in escape room-style assessments for basic nursing skills using qualitative interviews.MethodsIn this study, a descriptive phenomenological research method was employed to conduct in-depth interviews with 12 undergraduate nursing students who participated in a basic nursing skills assessment using an escape room scenario. Interview data were organized and analysed using the Colaizzi’s seven-step analysis method.ResultsData analysis revealed two overarching themes and five corresponding sub-themes. The primary themes included learning experience and learning feedback, while the sub-themes encompassed a relaxed environment, motivation enhancement, team collaboration fostering a learning community, integration of theory and practice, cultivation of critical thinking skills, improvement of assessment design plans, as well as inclusion of teacher evaluation and review sessions.ConclusionsEscape room teaching has received positive evaluations. It combines relaxation, fun and interactivity, and supports teaching goals such as improving students’ initiative, teamwork and critical thinking. Future improvements to escape room training can enhance its role in consolidating knowledge and improving nursing skills.

Implantation of pacemakers and defibrillators: feedback of the first Congolese experience of an analytic case series

Implantation of pacemakers and defibrillators: feedback of the first Congolese experience of an analytic case series

Feedback: “overly nice” or a “roasting culture”? a student partnership approach in exploring a feedback literacy strategy in undergraduate pharmacy and medical education

Research emphasises the need for mutual understanding of feedback purpose, i.e. staff and student feedback literacy. Interprofessional practice is crucial to effective patient care. While undergraduates increasingly learn and are assessed together, less is known of their shared or differing experiences of feedback. This study aimed to explore how students and faculty in medicine and pharmacy perceive an evidence-informed draft feedback strategy.Methods A student partnership approach was taken to this cross-faculty study. Focus groups of faculty from the Schools of Medicine (SOM) and Pharmacy (SOP) were undertaken by a faculty researcher. A SOP student facilitated student focus groups across both schools. Data was thematically analysed using template analysis by staff and students from both schools.Results Three over-arching themes are described: feedback goals, environment and design. Heterogeneous conceptualisations make it difficult for faculty to signpost and students to recognise feedback. Feedback goals and operationalisation contrasted in junior and senior years. Junior students were frustrated by “overly nice”, generic feedback; senior students baulked at a “roasting culture”, more marked for medical students.Conclusion Despite an expanse of research-informed theory, processes in practice are unsupportive of feedback literacy. Even within programmes, context differs and must be considered when embedding a positive whole-programme feedback culture.Clinical Trial number Not applicable.

Understanding student teachers’ learning from negative experiences of feedback during teaching practicum: A feedback literacy perspective

Although the majority of studies have examined student teachers’ perceptions, emotional experiences, and responses during their teaching practicum (TP), there is a scarcity of research focusing on English as a foreign language (EFL) student teachers’ internal and behavioural responses to negative feedback from mentors or supervisors. Feedback literacy, as a comprehensive concept encompassing internal factors, offers an innovative perspective to explore the characteristics and interplay among learners’ cognitive, affective, and behavioural capacities when dealing with feedback. Therefore, from the perspective of feedback literacy, this study investigated how student teachers cope with negative feedback experiences during TP. This study involved 16 student teachers from five teacher education programmes at the four selected Chinese universities in Sichuan, Fujian, Guangdong, and Macau contexts in China. Multiple data sources were collected, including participants’ narrative reports, semi-structured interviews, and teaching documents. The results revealed participants’ various situations of feedback literacy to cope with negative feedback experiences from their university supervisors and school mentors during TP. Student teachers’ feedback literacy is crucial in mediating their responses to negative feedback experiences, which started with their appreciation of feedback by understanding its meaning, conflicts, and difficulties. Following that, they did not necessarily generate negative external and internal judgements towards negative feedback. Meanwhile, it enabled participants to regulate their emotions with diverse external or internal strategies to respond to such feedback. The findings of this study also provided pedagogical implications for student teachers and teacher educators, respectively.

Teachers’ perceptions of AI tools in enhancing student engagement for English language learning

This work seeks to explore the effectiveness of artificial intelligence (AI) tools in improving engagement with English language learning through the perception of teachers (Luckin et al., 2016). The study identifies four key dimensions associated with the use of AI: a motivational tool, personalised learning, practical limitations, and positioning as a supplementary rather than a replacement teaching resource. Teachers identified that AI can provide an interactive gamified experience and real-time feedback, which motivates the students and enables personalised learning. Yet, disparity in technological access, over-reliance on AI, and the need for serious professional development were also highlighted. The findings suggest that with AI tools greatly enhancing engagement, their integration should be carefully balanced with traditional instructional methods to meet holistic learning (Adolphs et al., 2018). The study has key implications for policymakers and educators on bridgeable digital divides, targeted teacher training, and incentivising sustainable, balanced adoption of AI. This study fills in the gaps in current literature by incorporating teacher insights into how AI can be used to effectively engage diverse learners in English language contexts while addressing pragmatic and pedagogic challenges. These findings will inform future development initiatives of AI-driven educational strategies.

Effect of Compressive Strain Rates on Viscoelasticity and Water Content in Intact Porcine Stomach Wall Tissues.

Laparoscopic staplers are used extensively to seal and transect tissue. These devices compress tissue between the stapler jaws to achieve a desired compressed tissue thickness in preparation for stapling. The extent and rate of compression are dependent on surgeon technique, tissue characteristics, and stapler type, all of which can impact stapling outcomes such as bleeding, staple line leaks, and tissue healing. Historically, surgeons have relied on their experience, training, and tactile feedback from the device to optimize stapling. In recent years, the transition to electromechanical and robotic staplers has greatly impacted the tactile feedback available to the surgeon. This raises new questions about the optimal rates of tissue compression and the resultant tissue forces. This study quantifies the transmural biomechanics of the porcine stomach wall. Multirate indentation tests were used to observe the effects of indentation rate on the viscoelastic behavior of the stomach tissue during indentation, stress relaxation, and unconstrained recovery. Results show that the stomach wall demonstrates higher stress relaxation (88% versus 80%) and greater strain recovery (52% versus 47%) when indented at high rates (37.5%/s) versus slow rates (7.5%/s). Additionally, water content analysis was used to study fluid flow away from indented regions. Unindented regions were found to have greater water content compared to indented regions (78% compared to 75%). This data generated in this study may be used to enable the development of constitutive models of stomach tissue, which in turn may inform the control algorithms that drive compressive surgical devices.

Exploring spatial influences in feedback for international students

Space is a significant factor for teaching and learning (Goodyear & Carvalho, 2019), but it is comparably underexplored in the higher education (Ellis & Goodyear, 2016). Learning spaces have become hybrid in the post-pandemic period in higher education with physical locations having digital extensions and vice versa (Ellis & Goodyear, 2018), which allows more flexible study modes and access to richer study resources. In addition to having material properties which physically promote or prevent student engagement, space is also a social product with relational and structural aspects, which could shape social relationships and moreover, reflect or promote existing inequalities amongst students (Wong, 2024). Space may therefore impact on students’ learning experiences, including within feedback encounters. Feedback is a significant aspect of students’ learning experiences in higher education. It is well acknowledged that feedback is important for students’ learning and graduate outcomes (Hattie & Clarke, 2018). Feedback encounters, such as supervision meeting and placements, could provide valuable feedback opportunities with the characteristics of immediate and frequent dialogues. However, spatial factors could affect these feedback encounters positively and negatively (Gravett, 2022). For example, many students perceive academic office as a scary space to seek feedback (Gravett & Winstone, 2019) while in comparison, online discussion boards are perceived as more flexible and equitable spaces for feedback engagement (Zhou et al., 2023). Since little is known about students’ experiences of feedback spaces and how spatial factors affect feedback, it is important to explore students’ feedback experiences in the hybrid feedback spaces. International students are a cohort for whom feedback spaces are particularly important. They often experience relocation to the new learning spaces in different cultural contexts, and are likely to be unfamiliar with material and social perspectives of the spaces (Dai et al., 2018). Therefore, they might feel disrupted and anxious at the initial stages of their feedback encounters, which could lead to the effectiveness of these valuable feedback. Since international students make great social and economic contributions to Australia, to promote more equitable feedback experiences for those students, it is important to understand their feedback experiences in the feedback spaces, to inform co-design of inclusive and supportive feedback spaces. This poster will offer an overview of preliminary findings of a review study. The review has two research questions: 1. How has space has been incorporated as part of existing feedback models in higher education, across situated, hybrid, and digital learning situations? 2. How do feedback models account for the particular situations of international students? This work has implications for future theoretical and empirical studies about feedback and feedback spaces. This research has the potential to enrich theoretical understandings of feedback and space research in higher education. Findings from this study could also enrich the literature regarding international students and provide practical strategies for supporting international students’ acculturation. In addition, the study could give implications to education institutions about how to create inclusive and supportive hybrid learning environments, which could significantly enhance the student experience and learning outcomes.

Men’s Perceptions of Female Genitals

Objectives Little is known about the attitudes toward female genitals of men who are attracted to women. This is an important omission because these attitudes may influence men’s own sexual experiences; they may also influence the genital self-image of their female partners if these views are knowingly or unknowingly communicated. Therefore, we examined men’s views of women’s genitals both globally and with respect to specific aspects. Method Participants were 212 self-identified men who completed an online survey that included scales assessing the men’s views of female genitals, perceptions of women’s satisfaction with their own genitals, sexual experience, and genital feedback provided to female partners. All were attracted to and had sexual experience with women. Results On average the men’s attitudes toward female genitals were moderately positive, although they ranged from negative to very positive. The men did not rate any of 24 listed specific female genital aspects as extremely important to them. The men believed that the majority of women feel positively about their own genitals. However, a comparison with published data collected from women revealed that men’s estimates of the percentage of women who are satisfied with their genitals were lower than the percentage of women who actually report that they are satisfied with their genitals. This discrepancy was particularly large with respect to genital appearance. A path analysis revealed that men with more positive attitudes toward female genitals reported having more lifetime sexual partners and providing more frequent positive genital feedback and less frequent negative genital feedback to partners. Conclusion These results suggest that although men generally have moderately positive attitudes toward female genitals, there is considerable variability among men ranging from negative to very positive. The study also provided some evidence that men’s views of female genitals may adversely affect both the men themselves and their female partners.

Telecare: experience feedback for monitoring people with diabetes

Telecare is a telehealth practice open to medical auxiliaries and pharmacists. In semi-structured interviews, nurses shared their experiences. The results show that new skills are being mobilized to meet the needs of diabetic patients. However, there are still obstacles to be overcome, such as a lack of digital skills and organizational and technical difficulties, which need to be taken into account if we are to continue deploying this practice.

Unlocking digital marketing’s potential in the agricultural sector: A literature review

Success in the business and marketing worlds depends on having a pulse of the market. Digital marketing emerged as a result of the revolution in marketing brought about by the development of digital technologies. In order to reveal the trends and secrets of this rapidly evolving industry, I carried out a poll called the “Digital Marketing Survey in the field of Agriculture” which helps us to find out the depths of digital marketing with the goal of understanding the opinion of user experience, digital India, Human Resources, and Consumer Feedback. I actively engaged a range of individuals in order to obtain insightful data that would help me to improve digital marketing tactics in Agriculture.

Impact of telehealth implementation on medical non-consultant hospital doctors training experience

Telehealth is defined as the provision of health care services over a distance. Major health systems, including outpatient clinics and check-ups alike, turned to telehealth and teleconsultation amid the COVID19 pandemic. There are many recognized advantages of telehealth and its increasing implementation, however, not much is known about the specific impact of remote consultation on the quality of non-consultant hospital doctors (NCHD) training experiences in medicine. This study aimed to gain rich descriptive insights into the specific impact of remote consultation on the quality of medical NCHD training experiences and their perceptions, through purposeful sampling. Data was collected via semi-structured virtual interviews of fifteen NCHD participants. The interviews were recorded, transcribed and analysed using thematic analysis. The collective transcripts were analysed using NVIVO data software for common themes. The themes identified suggested that there were both advantages and disadvantages to telehealth and its impact on training across a spectrum of entities including; doctor-patient relationships, peer relationships, service provision, work morale, working hours, clinical skills experience and general feedback as a trainee. NCHD perspectives expressed were mixed across all themes. Further research is recommended to advance understanding of the potential impact of telehealth on current and prospective doctors in training. With a greater understanding of general insights, future changes, including telehealth training programmes, could be implemented to build confidence and familiarity with telehealth utilization and potentiate its conceivable benefits.

International medical students’ experiences of psychological safety in feedback episodes: a focused ethnographic study

BackgroundFeedback and psychological safety are well-established concepts within medical education, vital for student learning and progress. However, the concepts remain unexplored in the context of international students. This area deserves attention given the unique challenges faced by the overseas medical students due to cultural differences. The present study examines international students’ experiences of psychological safety in feedback interactions in a Scottish undergraduate medical programme.MethodsA focused ethnographic approach was adopted to explore international students’ experiences and perceptions of psychological safety in their feedback experiences. Data were collected in the form of field observations and semi-structured interviews, involving both student and faculty participants. Approximately 13hrs of fieldwork and a total of 11 interviews were conducted. These were analysed using a combination of inductive and deductive thematic analysis.ResultsData analysis identified four key themes: feedback delivery, educator attributes, cultural factors and longitudinal educational relationships. Both staff and student participants highlighted how environmental factors such as room design and group size functioned as enablers or barriers to psychological safety in feedback episodes. Additionally, students appreciated tutors who expressed vulnerability and demonstrated awareness of their cultural backgrounds. Students described significant differences between the feedback approaches in the host (UK) institute and that in their home country. Longitudinal associations fostered trust and familiarity with peers and tutors, enhancing students’ receptivity to learning and feedback.ConclusionThis present study highlights cultural differences in feedback practices across countries and their impact on psychological safety among international students. It stresses the importance of integrating overseas students by considering group dynamics, environment and diverse student needs. Staff awareness of cultural variability, openness to tutor vulnerability and fostering long-term educational relationships can greatly enhance psychological safety in learning and teaching activities. These insights are relevant amidst the growing globalisation of medical education and the mobility of students across borders, advocating for tailored integration to optimise their learning experience and achievement.

Serious Games for Vocational Training

The research project ‘SG4BB’ (Serious Games for Vocational Education and Training; abbr.: VET) has developed an integrated platform for the description, search, retrieval, integration, and utilization of educational games. This paper summarizes project outcomes, including platform concepts, software components, and – as focus – practical insights derived from a case study involving the educational game ‘Corrugated’ as simulation and training environment for service technicians. SG4BB has followed a user-centered design in an interdisciplinary project team: Two learning providers specified their requirements for VET in their specific application domains. Based on those requirements, game developers, learning solution providers and researchers for VET have conceptualized and prototypically implemented both an integrated learning platform (SG4BB platform) and two case studies of Serious Games for VET: ‘Corrugated’ for service technicians and an IT security game. The platform follows a process pipeline: For search and retrieval of educational games for VET, an application profile for VET based on the standardized ‘Serious Games Metadata Format’ (DIN/SPEC 91380) has been elaborated. This format builds the semantic basis for the metadata-based catalog system ‘Serious Games Information Center’ (SG-IC) with filter functionality for VET. Learning providers and developers can use the SG-IC portal to describe and promote their educational games, enabling users to identify suitable games for their learning needs and integrate them via learning infrastructure. Educational games can interact with the backend (Learning Management System and Learning Record Store) through a middleware based on the xAPI standard, allowing for personalized gameplay and data collection for game-based learning analytics. The final evaluation of the SG4BB project focused on the utilization of the educational game ‘Corrugated’, targeting problem-solving skills for service technicians in the corrugated cardboard industry. Data from 26 participants playing the game for 60 minutes, along with problem-solving tests and user experience feedback, were analyzed to validate game-based assessment and to assess learning impact. Initial results reveal insights into specific game missions, playtimes, and success rates, indicating that participant behavior during gameplay influenced perceived learning progress, leading to varied learning paths. This paper provides valuable insights and technical information for VET practitioners on using educational games for training. Game interactions and learning outcomes can be monitored via a dashboard within the learning infrastructure, offering visualizations for user behavior (during play) and (learning) progress. Keywords: serious games, vocational education and training, metadata, middleware, case study and evaluation.

Feedback in print and electronic portfolios: More of the same or two sides of the same coin

Feedback is significant in language learning and teaching. Nevertheless, how feedback is utilised effectively in various instructional approaches and assessment tools remains contentious. In portfolio scholarship, feedback plays a pivotal role in aligning language teaching, learning, and assessment seamlessly. Although feedback has been constantly reported in second-language portfolio studies, not much, thus far, has been investigated to understand the role of feedback in both formats, namely paper-based and electronic portfolios (also known as e-Portfolios) in compulsory education. To fill this lacuna, this article discusses what role feedback plays in portfolio assessment; reviews how the feedback process is similar and different in two portfolio mediums; and identifies which portfolio format could facilitate transformative feedback experience throughout portfolio development stages. To achieve these goals, the article first unpacks the role of feedback in language education and its link with formative assessment and self-regulated learning. The article goes on to review research on feedback in both portfolio versions in terms of divergences, convergences, and categories. It further discusses six contemporary feedback issues in portfolio assessment. Afterwards, the article evaluates the extent to which portfolio integration in Hong Kong compulsory education promotes or constrains feedback provision and engagement. Lastly, teaching implications of how to maximise the learning-oriented potential of multimedia feedback in portfolio programmes are recommended.

Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry

Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.

Community Shaping and User Segmentation: A New Approach to Shaping Consumer Stickiness--Take Lululemon as an Example

In recent years, social marketing has become an indispensable part of the marketing strategies of major sports brands. This article uses literature analysis, case tracking and other research methods to analyze the social marketing of Lululemon, a well-known Canadian sports brand. The study found that Lululemon makes full use of user segmentation to locate its target audience, and then carries out community building for the target group, combining online and offline, so as to better convey the brand concept, arouse consumer resonance, and achieve the purpose of strengthening consumers' brand stickiness. Based on this analysis, this article puts forward several inspirations for the community marketing of major sports brands: carrying out user segmentation and accurately positioning brand target groups is the foundation; focusing on consumer experience feedback, creating efficient communities, and conveying the core concepts of the brand are the key is to increase consumer stickiness and improve consumer loyalty to the brand.