[go: up one dir, main page]
More Web Proxy on the site http://driver.im/ Skip to main content
Springer Nature Link
Log in

How to Improve the Efficacy of Student Feedback

  • Medical Education
  • Published:
Indian Pediatrics Aims and scope Submit manuscript

Abstract

Context

Feedback processes are intricate, generally misunderstood, hard to execute efficiently, and often fail in their goals to influence students learning. Research highlights that students usually do not value the benefits of feedback. This paper reviews the literature on the definition, purpose, and models of feedback; and on exploring why some students do not value feedback, what factors are influencing the effectiveness of feedback, and how to improve the efficacy of feedback.

Evidence acquisition

The relevant articles were searched through ‘Google Scholar,’ ‘CINAHIL’ and ‘PubMed’ using the key terms- “Student feedback,” “Frameworks of feedback,” “Barriers to effective feedback,” and “Students’ perspectives on feedback.” The search criteria included: review and original research articles in the English language published in high-impact journals in the past ten years.

Results

The results of different studies have illuminated diverse factors demanding the attention of educators to the effectiveness of feedback. Personal, relational, procedural, and environmental factors seem to affect the utility of feedback. To be effective, feedback should be actionable, non-judgmental, descriptive and specific, based on observable behavior, and should be given at a mutually agreeable time and place.

Conclusion

The efficacy of feedback can be enhanced by creating students’ feedback literacy, addressing students’ perceptions and expectations, encouraging productive educational alliances, improving procedural elements of feedback, and environmental conditions.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
£29.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (United Kingdom)

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  1. Chowdhury RR, Kalu G. Learning to give feedback in medical education. Obstet Gynecol. 2004; 6(4):243–247

    Article  Google Scholar 

  2. Boud D, Molloy E. Rethinking Models of Feedback for Learning: The Challenge of Design. Assess Eval High Educ. 2013; 38: 698–712.

    Article  Google Scholar 

  3. Evans C. Making Sense of Assessment Feedback in Higher Education. Rev Educ Res. 2013; 83:70–120.

    Article  Google Scholar 

  4. Higher Education Funding Council for England. 2016. National Student Survey Results 2016. Accessed February 27, 2021. http://www.hefce.ac.uk/lt/nss/results/2016/

  5. Quality Indicators for Learning and Teaching. 2017. 2016 Student Experience Survey National Report. Accessed February 27, 2021. https://www.qilt.edu.au/docs/default-source/gos-reports/2017/2016-ses-national-report-final.pdf?sfvrsn=14e0e33c_5

  6. Molloy E, Boud D. Feedback models for learning, teaching, and performance. In Spector JM, Merrill MD, Elen J, Bishop MJ, editors. Handbook of Research on Educational Communications and Technology. Fourth Edition. Springer. 2014;412–24.

  7. Evans C. Making Sense of Assessment Feedback in Higher Education. Rev Educ Res. 2013; 83:70–120.

    Article  Google Scholar 

  8. Shute VJ. Focus on formative feedback. Rev Educ Res. 2008;78:153–89.

    Article  Google Scholar 

  9. Henderson P, Ferguson-Smith AC, Johnson MH. Developing essential professional skills: a framework for teaching and learning about feedback. BMC Med Edu. 2005;5:11.

    Article  Google Scholar 

  10. Carless D, Boud D. The development of student feedback literacy: enabling uptake of feedback. Assess Eval High Educ. 2018; 43: 8:1315–1325.

    Article  Google Scholar 

  11. Nicol DJ, Dick MD. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Educ. 2016; 31:2:199–218.

    Google Scholar 

  12. Price M, Handley K, Millar J. Feedback: focusing attention on engagement. Stud High Educ. 2011; 36:8: 879–96.

    Google Scholar 

  13. Docheff DM. The feedback sandwich. JOPARD. 1990; 61:9: 17–18.

    Google Scholar 

  14. Pendleton D, Schofield T, Tate P, Havelock P. The consultation: An approach to learning and teaching. Oxford University Press, 1984.

  15. Silverman JD, Draper J, Kurtz SM. The Calgary-Cambridge approach to communication skills teaching II: The SET-GO method of descriptive feedback. Educ Gen Pract. 1997;8:16–23.

    Google Scholar 

  16. Silverman JD, Kurtz SM, Draper J. The Calgary-Cambridge approach to communication skills teaching 1: Agenda-led, outcome-based analysis of the consultation. Edu Gen Practice. 1996; 4:288–299.

    Google Scholar 

  17. Hardavella G, Aamli-Gaagnat A, Saad N, Rousalova I, Sreter KB. How to give and receive feedback effectively. Breathe (Sheff). 2017;13:327–33.

    Article  Google Scholar 

  18. Neher J, Gordon K, Meyer B, Stevens N. A five-step “microskills” model of clinical teaching. J Am BoardFam Pract. 1992;5:419–24.

    CAS  Google Scholar 

  19. Brukner HA, Altkorn DL, Cook S, Quinn MT, McNabb WL. Giving effective feedback to medical students: a workshop for faculty and house staff. Med Teach. 1999;21:161–5.

    Article  CAS  Google Scholar 

  20. Wall D. Giving feedback effectively. In: Mohanna K, Wall D, Chambers R, editors. Teaching made easy: a manual for health professionals. Oxford: Radcliffe Medical Press; 2004.

    Google Scholar 

  21. Rudland J, Wilkinson T, Wearn A, et al. A student-centered feedback model for educators. Clin Teach. 2013;10:99–102.

    Article  Google Scholar 

  22. Telio S, Ajjawi R, Regehr G. The “educational alliance” as a framework for reconceptualizing feedback in medical education. Acad Med. 2015;90:609–14.

    Article  Google Scholar 

  23. French JC, Colbert CY, Pien LC, et al. Targeted feedback in the milestones era: utilization of the Ask-Tell-Ask feedback model to promote reflection and self-assessment. J Surg Educ 2015;72:e274–e279.

    Article  Google Scholar 

  24. Mulliner E, Tucker M. Feedback on feedback practice: perceptions of students and academics. Assess Eval High Educ. 2017; 42:266–88.

    Article  Google Scholar 

  25. Ryan T, Henderson M. Feeling feedback: students’ emotional responses to educator feedback. Assess Eval High Educ. 2018; 43:880–92.

    Article  Google Scholar 

  26. Dweck CS. Self-Theories: Their Role in Motivation, Personality, and Development (Essays in Social Psychology). Psychology Press; 2000.

  27. Sadler DR. Beyond Feedback: Developing Student Capability in Complex Appraisal. Assess Eval High Educ. 2010; 35:535–50.

    Article  Google Scholar 

  28. Mutch A. Exploring the practice of feedback to students. Act learn high educ. 2003; 4:24–38.

    Article  Google Scholar 

  29. Robinson S, Pope D, Holyoak L. Can we meet their expectations? Experiences and perceptions of feedback in first-year undergraduate students. Assess Eval High Educ. 2013; 38: 260–72.

    Article  Google Scholar 

  30. Poulos A, Mahony M. Effectiveness of feedback: the students’ perspective. Assess Eval High Educ. 2008; 33:143–54.

    Article  Google Scholar 

  31. Jonsson A. Facilitating productive use of feedback in higher education. Act Learn High Educ. 2013;14:63–76.

    Article  Google Scholar 

  32. Oktaria D, Soemantri D. Undergraduate medical students’ perceptions on feedback-seeking behaviour. Malays J Med Sci. 2018;25:75–83.

    PubMed  PubMed Central  Google Scholar 

  33. de Luque MFS, Sommer SM. The impact of culture on feedbackseeking behavior: an integrated model and propositions. Acad Manage Rev. 2000;25:829–49.

    Article  Google Scholar 

  34. Holmes K and Papageorgiou G. Good, bad and insufficient: Students’ expectations, perceptions, and uses of feedback. JoHLSTE. 2009;8:85–96.

    Article  Google Scholar 

  35. Stothart, C. (2008). Cryptic feedback baffles students. Times Higher Education Supplement. Accessed February 27, 2021. Available from: http://www.timeshighereducation.co.uk/story.asp?storycode=403625

  36. Hesketh EA, Laidlaw JM. Developing the teaching instinct, 1: feedback. Med Teach. 2002;24:245–8.

    Article  CAS  Google Scholar 

  37. Sadler DR. Formative Assessment and the Design of Instructional Systems. Instr Sci. 1989;18:119–44.

    Article  Google Scholar 

  38. Clariana RB, Wagner B, Roer Murphy LC. Applying a connectionist description of feedback timing. Educ Technol Res Dev. 2000;48:5–22.

    Article  Google Scholar 

  39. Jug R, Jiang XS, Bean SM. Giving and receiving effective feedback: A review article and how-to guide. Arch Pathol Lab Med. 2019;143:244–50.

    Article  Google Scholar 

  40. Wearne S. Effective feedback and the educational alliance. Med Educ. 2016;50:891–2.

    Article  Google Scholar 

  41. Sutton P. Conceptualizing Feedback Literacy: Knowing, Being, and Acting. Innov Educ Teach Int. 2012;49:31–40.

    Article  Google Scholar 

  42. McConlogue T. Making judgements: investigating the process of composing and receiving peer feedback. Stud High Educ. 2015;40:1495–506.

    Article  Google Scholar 

  43. Carless D, Chan KKH. Managing dialogic use of exemplars. Assess Eval High Educ. 2017;42:930–41.

    Article  Google Scholar 

  44. Handley K, Williams L. From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assess Eval High Educ. 2011;36:95–108.

    Article  Google Scholar 

Download references

Funding

Funding: None

Author information

Authors and Affiliations

  1. Department of Biochemistry, SSR Medical College, University of Mauritius, Moka, Mauritius

    Namrata Chhabra

  2. Department of Biochemistry, Sri Guru Ram Das University of Health Sciences, Amritsar, Punjab, India

    Sahiba Kukreja

  3. Graduate Division, University of California, San Diego, USA

    Sahil Chhabra

  4. 6, Loretto Convent Street, Curepipe, Mauritius

    Namrata Chhabra

Authors
  1. Namrata Chhabra
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sahiba Kukreja
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sahil Chhabra
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Contributors: NC: contributed to the conception, designing, and writing of the manuscript; SK: reviewed the contents critically and helped in writing the script; SC: drafted the content and revised it critically for its intellectual content. All the authors approved the final version and agreed to be accountable for all aspects of the work.

Corresponding author

Correspondence to Namrata Chhabra.

Ethics declarations

Competing interest: None stated.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chhabra, N., Kukreja, S. & Chhabra, S. How to Improve the Efficacy of Student Feedback. Indian Pediatr 59, 80–86 (2022). https://doi.org/10.1007/s13312-022-2426-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13312-022-2426-4

Keywords

Search

Navigation