Delivery and use of individualised feedback in large class medical teaching

Burr, Steven A. and Brodier, Elizabeth and Wilkinson, Simon (2013) Delivery and use of individualised feedback in large class medical teaching. BMC Medical Education, 13 (May). 7/1-7/7. ISSN 1472-6920

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Abstract

Background: Formative feedback that encourages self-directed learning in large class medical teaching is difficult

to deliver. This study describes a new method, blueprinted feedback, and explores learner’s responses to assess its

appropriate use within medical science teaching.

Methods: Mapping summative assessment items to their relevant learning objectives creates a blueprint which can

be used on completion of the assessment to automatically create a list of objectives ranked by the attainment of

the individual student. Two surveys targeted medical students in years 1, 2 and 3. The behaviour-based survey was

released online several times, with 215 and 22 responses from year 2, and 187, 180 and 21 responses from year 3.

The attitude-based survey was interviewer-administered and released once, with 22 responses from year 2 and 3,

and 20 responses from year 1.

Results: 88-96% of learners viewed the blueprinted feedback report, whilst 39% used the learning objectives to

guide further learning. Females were significantly more likely to revisit learning objectives than males (p = 0.012).

The most common reason for not continuing learning was a ‘hurdle mentality’ of focusing learning elsewhere once

a module had been assessed.

Conclusions: Blueprinted feedback contains the key characteristics required for effective feedback so that with

further education and support concerning its use, it could become a highly useful tool for the individual and

teacher.

Item Type: Article
Schools/Departments: University of Nottingham UK Campus > Faculty of Medicine and Health Sciences > School of Life Sciences > School of Biomedical Sciences
Depositing User: de Sousa, Mrs Shona
Date Deposited: 02 Apr 2014 10:23
Last Modified: 17 Sep 2016 06:01
URI: http://eprints.nottingham.ac.uk/id/eprint/2731

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