Formation Feedback Processes Research Articles

Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education

Despite unprecedented demand for digital media skills many digital media graduates struggle to transition into employment because of the gap between university pedagogy and real-world professional practice. Traditionally, studio-based learning has been used to give students authentic experiences of the non-linear, interactive cycle of feedback, reflection and integration that occurs in creative professional practice; however, this approach is hard to implement in asynchronous, online environments and subsequently students miss out on the experience of creative collaboration that can help them to succeed in their future workplace. This study documents a pedagogical alternative where an online digital media capstone project course was redesigned around a formative feedback process using Padlet to facilitate ‘work-in-progress’ discussions to mirror the cycle of creative collaboration in the workplace. Students’ experiences of the formative feedback suggested that it developed both their content knowledge and their collaborative capabilities, with the timely and personal nature of the feedback, coupled with the industry-derived knowledge of the feedback providers, and the use of authentic, workplace relevant-technology, supporting students’ confidence to collaborate creatively. The findings can assist researchers, educators and academic developers looking to use authentic, formative feedback as a way of supporting students’ creativity, experimentation and collaborative capabilities.

Improving students’ learning—the role of formative feedback: experiences from a crash course for business students in academic writing

This paper discusses the role of formative feedback in teaching academic writing for a large class of first-year business students. The paper contributes to our knowledge on how to design an effective formative feedback process for a class in excess of 300 students. Based on survey data from 2018 the paper addresses how the students respond to being taught academic writing in two different feedback modalities: face-to-face interaction and electronic annotations. Our findings indicate that there are no significant differences between the two modalities and that the students are relatively satisfied with the feedback they received. The majority of the students report that feedback has helped them accomplish their learning goals, they pay attention to feedback, and feedback motivates them in their studies. Even with these positive responses from the students, we question whether our approach is sustainable in the long run. Unless smarter and more efficient ways of providing personalised feedback are developed for large student groups, the transition to the new paradigm for feedback, where the emphasis is placed on dialogic interaction, will not be practicable.

Integrating self-assessment into feedback for emergency medicine residents.

In 2013 the Accreditation Council for Graduate Medical Education (ACGME) introduced "Milestones" designed to nationally standardize the assessment of resident physicians. Previous studies compare resident self-assessment on milestones to faculty assessment, with varying degrees of agreement, but integration of self-assessment into the formative feedback process has not yet been directly studied. This study uses a conceptual framework of self-determination theory, integrated with concepts from adult learning theory, to compare the perception of the feedback quality given in semiannual reviews before and after the incorporation of resident self-assessment into the feedback process. This was an interventional study conducted in a single emergency medicine residency program at a major academic hospital over 1 calendar year. Residents first engaged in a semiannual review without self-assessment. At subsequent semiannual reviews, residents completed a Milestone-based self-assessment that was provided to the faculty member assigned to conduct their semiannual review. Residents and faculty completed surveys rating perception of feedback quality. Two-sided Wilcoxon signed-rank tests were used in comparison analysis. One resident did not self-assess prior to the semiannual review and was excluded leaving 25 paired surveys for analysis. Residents found feedback after the self-assessment more actionable (p=0.013), insightful (p=0.010), and better overall (p=0.025). Similarly, faculty felt the feedback they provided was more actionable (p<0.001), more insightful (p<0.001), and better communicated (p<0.001); led to improved resident understanding of milestones (p<0.001); and were overall more satisfied (p<0.001). Free-text comments explore pre- and postintervention perceptions of feedback. Integration of self-assessment into semiannual reviews improves perception of feedback given to residents as perceived by both residents and faculty. Although limited by sample size, the results are promising for a simple, evidence-based intervention to improve feedback during an existing mandated feedback opportunity.

An exploratory investigation into the role of the Feedback Environment on the Formative feedback process

본 연구의 목적은 형성적 피드백, 기본심리욕구, 학업참여의 구조적 관계로 설정된 형성적 피드백 과정에서 피드백 환경이 어떻게 기능하는지 탐색하는 데 있다. 피드백 환경은 일상의 비형식적 상호작용까지 포함하는 피드백 처리 과정의 맥락 요인으로 학생의 피드백 수용과 활용에 중요한 영향을 미치는 피드백 지향적 문화를 뜻한다. 본 연구에서는 이러한 피드백 환경의 긍정적 효과를 경험적으로 검증하기 위해 두 개의 분석 모형을 설정하여 피드백 환경이 형성적 피드백 과정에 미치는 직, 간접적 효과와 조절효과를 확인하였다. 이를 위해 D지역의 3개교 10개 학급에서 수집된 고등학생 196명의 데이터로 구조방정식모형 분석을 실시하였다. 분석결과 첫째, 피드백 환경은 형성적 피드백 과정에 유의한 직, 간접적 효과를 나타냈다. 둘째, 피드백 환경은 형성적 피드백 과정에서 통계적으로 유의한 조절 및 조절된 매개효과를 나타냈다. 즉, 피드백 환경을 긍정적으로 인식할수록 형성적 피드백이 기본심리욕구에 미치는 직접효과와 기본심리욕구를 매개로 학업참여에 미치는 간접효과가 강화되었다. 마지막으로 본 연구를 논의하고 추후연구를 위한 제안을 추가하였다.

The SAMI galaxy survey: gas velocity dispersions in low-z star-forming galaxies and the drivers of turbulence

ABSTRACT We infer the intrinsic ionized gas kinematics for 383 star-forming galaxies across a range of integrated star formation rates (SFR ∈ [10−3, 102] M⊙ yr−1) at z ≲ 0.1 using a consistent 3D forward-modelling technique. The total sample is a combination of galaxies from the Sydney-AAO Multiobject Integral field Spectrograph (SAMI) Galaxy survey and DYnamics of Newly Assembled Massive Objects survey. For typical low-z galaxies taken from the SAMI Galaxy Survey, we find the vertical velocity dispersion (σv,z) to be positively correlated with measures of SFR, stellar mass, H i gas mass, and rotational velocity. The greatest correlation is with SFR surface density (ΣSFR). Using the total sample, we find σv,z increases slowly as a function of integrated SFR in the range SFR ∈ [10−3, 1] M⊙ yr−1 from 17 ± 3 to 24 ± 5 km s−1 followed by a steeper increase up to σv,z ∼80 km s−1 for SFR ≳ 1 M⊙ yr−1. This is consistent with recent theoretical models that suggest a σv,z floor driven by star formation feedback processes with an upturn in σv,z at higher SFR driven by gravitational transport of gas through the disc.

Lessons learnt: pilot of mid rotation feedback.

The Aga Khan University went through an external review of its undergraduate medical education in December 2006 based on the accreditation guidelines by the Liaison Committee for Medical Education (LCME). The external review panel comprised of international and local experts which developed a comprehensive report on its findings with regards to LCME standards of accreditation. In the final report of the external review one of the areas highlighted as not meeting the standards of LCME was documentation of formal mid-rotation feedback of the students by the faculty in AKU clerkships through years 3 to 5. A four hour faculty development workshop was organized by the Department of Medicine in collaboration with the Department for Educational Development to emphasize the role of feedback in improving student's performance, improve faculty's skill in giving effective feedback, and to come up with recommendations for documenting the formative feedback process. A mid-rotation feedback form was designed to facilitate the documentation process. Faculty members who participated in the workshop took a lead in piloting this form and reported the areas that could be further improved upon to facilitate the process of timely and effective feedback.

Implementing a Peer Mentoring Model in the Clemson ePortfolio Program

Since the implementation of the ePortfolio Program in 2006, Clemson University has incorporated peer review for the formative feedback process. One of the challenges with this large-scale implementation has been ensuring that all work is reviewed and constructive feedback is provided in a timely manner. In this article, I discuss the strategies used to implement the peer review model, my efforts to sustain and improve it, its pedagogical benefits, and the challenges encountered. Lessons learned from the perspective of the faculty mentors and the peer reviewers are also shared.

Teaching critical thinking and problem-solving in a pharmacy self-care lab: A skills-based approach

IntroductionDeveloping self-care curricula to engage millennial learners in critical thinking is challenging. A five-phase experiential-based learning cycle with a foundation based on millennial learners' preferences, human patient simulation, and critical thinking skills development was adapted for use in a self-care lab. Skills are reinforced with topics that increase in complexity as the semester progresses. The objective of this study is to describe the implementation process and to measure the success of these curricular changes. MethodsThe five-phase learning cycle is utilized to introduce SOAP note writing, evidenced-based medicine, drug information skills, new disease states, patient interviewing, and medication therapy management. Constructive feedback through development of rubrics and verbal as well as written communication reinforces skills development. Curricular changes were measured by analyzing student grades, as well as student's and Curriculum Committee's written and scored feedback. A two-sided t-test was used to determine statistical significance. ResultsComparisons of student feedback from 2007 to 2008 showed a statistically significant improvement with the revised curricula (p<0.01). Curriculum Committee feedback on course content (p<0.01) and teaching techniques (p = 0.03) also improved significantly. While student grades initially fell in 2008 (p<0.01), analysis of 2009–2011 grades showed improvement after implementation of a formative feedback process. ConclusionsTeaching an “approach to self-care” rather than trying to cover every self-care topic has been successful in terms of promoting critical thinking as well as other patient-centered skills in a self-care lab. It was well received by students and faculty and has encouraged students to achieve high levels of cognition.

Introducing patchwork assessment to a social psychology module: The utility of feedback

Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work prior to summative submission. Written in the style of patchwork text, an overview of the process of implementing this form of assessment is presented, focusing on the formative feedback process. Patches 1 to 4 outline the background to the patchwork text assessment approach and its implementation on a social psychology module. The process of feedback is evaluated in patch 5 by examining the effect of feedback on students’ grades and by giving consideration to student views of the feedback process. The implementation of this assessment strategy, including the successes and challenges faced as a result of the feedback process, are then reflected upon. Students viewed staff feedback but not peer feedback positively, while staff found the process labour intensive and beneficial to some students only. It is concluded that patchwork text assessment is not suited to modules with a small staff to student ratio.

Utilization of a Formative Evaluation Card in a Psychiatry Clerkship

This article discusses how formative feedback to medical students during their clinical rotations facilitates their successfully meeting the rotation's educational objectives. To help students initiate mid-rotation feedback and to help preceptors structure that feedback, the authors designed the Instant Feedback Card (IFc). The goal of this study was to examine the degree to which the IFc facilitated the formative feedback process from the perspectives of both students and faculty. The IFc contains a checklist of the 13 clinical competencies that are also used to provide summative evaluations to students. One hundred and sixty-five medical students completing a 6-week psychiatry clerkship between January and December 2004 were given an IFc to present to their inpatient preceptor at one of their two inpatient sites. At the end of each 3-week inpatient rotation, all students were e-mailed a brief questionnaire about the formative feedback received during the preceding rotation. At the end of the 12-month study period, faculty were e-mailed a brief questionnaire about how useful the IFc was in helping to facilitate the feedback process. One hundred thirty-eight students (80%) participated in the study and returned 267 questionnaires (1.9/student, 97% response rate). Two hundred five students indicated on 77% of the questionnaires returned that they received mid-rotation feedback and of those, 84% revealed that feedback was helpful. Eighty-five percent of the students received mid-rotation feedback when they used the IFc and only 69% received mid-rotation feedback without the IFc. A majority of the 14 faculty serving as inpatient preceptors during the study period found the cards useful for stimulating feedback discussions, for reducing the stress of providing feedback, and for getting students to request feedback. The results of this pilot study are not definitive, but they do indicate that the Instant Feedback card (IFc) did facilitate the process and structure of providing and receiving formative feedback as indicated by a significantly greater number of students receiving formative feedback when they used the IFc.