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Student Feedback (student + feedback)
Selected AbstractsUsing Midsemester Student Feedback and Responding to ItNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 87 2001Karron G. Lewis Getting midsemester feedback from your students can help faculty make changes before it's too late. [source] Evaluation by dental students of a communication skills course using professional role-players in a UK school of dentistryEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2005P. Croft This paper reports student (n = 180) feedback on the role-play teaching methodology used in behavioural sciences teaching at The School of Dentistry in Birmingham (UK). The feedback received on this well-established (since 1995) educational programme was collected via questionnaire (100% response rate), requiring Likert scale and free text responses. Generally students reported that they had enjoyed and valued the session. Over two-thirds (69.7%) of students rated the role-players as ,very real' and over three-quarters (78.9%) rated their feedback as ,very fair'. The data collected from this study will inform future curriculum development. Student feedback was very positive and demonstrated that the cohort (86% of all students studying in years 1, 2 and 3) found the use of professional role-players involved in behavioural sciences teaching to be both acceptable and valuable. [source] A Successful Peer Writing Assistant ProgramFOREIGN LANGUAGE ANNALS, Issue 6 2001Bonnie L. Youngs PhD Since then, writing assistants have been used across three levels (elementauy, intemediate, advanced)of language learning in all seven languages taught at Carnegie Mellon University. Student feedback on the program has been gathered and assessed, both quantitatively and qualitatively. Students indicated that out-of-class peer review is beneficial to them. The writing assistants themselves feel their skills also improve when working with their peers. Instructors appreciate the flexibility of integrating a writing assistant according to the needs and requirements of their particular language(s). In addition to explanations of the data, we offer suggestions for the development, coordination, implementation, and integration of a successful peer writing assistance program. [source] Great Galway Goslings: Organizational Context of Managerial Accounting,ACCOUNTING PERSPECTIVES, Issue 3 2009Wagdy Abdallah ABSTRACT This case seeks to enhance student understanding of the relationship between accounting information and the order fulfllment and production activities of a manufacturing frm, Great Galway Goslings. Great Galway Goslings manufactures goose sculptures and has been suffering losses in recent years. Students draw on the skills they learned in financial accounting to analyze the company's order fulfllment activities, identify economic transactions, and prepare journal entries. The case provides a link to managerial accounting topics as students use segment financial statements to create contribution margin income statements, perform break-even analyses, and recommend whether Great Galway Goslings should keep its retail business segment. Students will become familiar with the key features of business process management (BPM) and the extensive, real-world activities that a manufacturing entity engages in to fll an order. Students will analyze the company's existing order fulfllment process and apply their knowledge of BPM to recommend process improvements for Great Galway. This case contributes to the accounting case literature by serving as a bridge from financial accounting to managerial accounting, intertwining many topics from managerial accounting into one cohesive case, and providing real-world business process knowledge. Student feedback indicates that, overall, the case met its stated learning objectives. Great Galway Goslings is appropriate for an undergraduate introductory managerial accounting course but can be adapted to the equivalent graduate-level course or an accounting information systems course. [source] Application of family therapy theory to complex social issues: using the WebQuest in family therapy trainingJOURNAL OF FAMILY THERAPY, Issue 4 2007Soh-Leong Lim This paper describes how the WebQuest is used to foster critical thinking and application of theory to complex social problems in a Master's level class on contemporary family therapy theories. The issue of child trafficking and prostitution is explored through the web-based inquiry learning where scaffold learning is provided. Scaffolding includes resource links and guidance on cognitive and social skills, which are provided to facilitate the learner's development. The WebQuest design includes the task, the process and the evaluation rubrics. Student feedback on the WebQuest was positive and included increased motivation in learning, critical thinking and global awareness. [source] Improving the quality of clinical teaching in a restorative clinic using student feedbackEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2008Callum Youngson Abstract Introduction:, A large proportion of the undergraduate curriculum is spent within Restorative Dentistry at the University of Liverpool. As well as supportive "phantom head" courses the undergraduates receive significant amounts of teaching within the clinics themselves. In 2004, to help inform the clinical tutors as to their areas of strengths and weaknesses, undergraduates were invited to complete an anonymous questionnaire on the quality of teaching they received from their clinical supervisors. This process has been repeated subsequently in 2005 and 2006. Method:, A 19 parameter questionnaire, employing a 5-point Likert scale and space for open comments, was circulated to every clinical undergraduate student. Questionnaires were returned anonymously and all data collected by one researcher. Descriptive statistical analysis was performed and the staff provided with individual feedback within the context of the overall departmental profile. The pooled data from each of the years was then compared to determine if any changes had occurred. Statistical analysis used Kruskal Wallis tests to determine whether these were statistically significant. Results:, Although the range varied, median scores of 4 (agree) were gained for each question each year. Following statistical analysis 18 of the parameters showed a statistically significant improvement (P < 0.05) between 2004 and 2006 with only one remaining constant throughout. Conclusion:, It would appear that the use of a questionnaire based feedback system can result in a tangible and demonstrable improvement in the delivery of clinical teaching. [source] Providing support for problem-based learning in dentistry: the Manchester experienceEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2003Gillian Hoad-Reddick The introduction of problem-based learning (PBL) into any programme demands a period of adjustment on the part of faculty. Similarly, students new to PBL take time to adapt to what is, for the majority of them, an unfamiliar mode of learning. At Manchester, closed loop PBL is used throughout the first and second years of the dental programme; the method is interdisciplinary; there are no subject boundaries. Dental students work in groups of between 10 and 15, facilitated by a tutor from the Department of Biological Sciences, to research topics and share information in a mutually supportive environment. Each week a different problem forms the focus for learning. In this paper, we seek to describe the measures introduced in response to student feedback collected via routine meetings with the senior tutor, after meetings with their academic or personal tutors and through discussion at the staff students' committee, which we at Manchester have taken to facilitate the process of adaptation to PBL. Changes have been made in the areas of recruitment, pre-admission interviewing, induction (development of an induction booklet and communication skills module) and tutorial support (overhaul of personal tutor system and introduction of peer-assisted study (PAS) and personal and academic development programmes (PADPs)). Feedback on these changes, gathered via the routes described above, has been positive and continues to be central to our processes of development in these areas. Although the various ways in which PBL has been implemented worldwide may place limits on the transferability of our methods, this paper serves to illustrate some of the means available to support students in the transition to self-directed learning. The latter is not only an essential component of PBL but also something we should be seeking to foster in all students, no matter what philosophy and method of course delivery are utilized. [source] Classroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] Can brief workshops improve clinical instruction?MEDICAL EDUCATION, Issue 2 2008Netta Notzer Context, The impact of faculty development activities aimed at improving the teaching skills of clinical instructors requires elucidation. Since 2003, all instructors at our school of medicine have been required to undertake a brief workshop in basic clinical instructional skills as a prerequisite for promotion and tenure. The impact of this has, so far, remained unknown. Objective, This study aimed to examine to what extent participation in a brief workshop can improve clinical instructors' performance in the long run, and which particular dimensions of performance are improved. Methods, The study included a sample of 149 faculty members who undertook a required workshop in basic instructional skills. The teaching performance of these faculty members was measured by student feedback a year after the workshop. The study used pre- and post-test design, with a comparison group of 121 faculty members. Results, Student ratings for 5 dimensions of clinical instruction increased significantly, but only for the study group who had participated in a workshop. The comparison group's ratings were unchanged. The highest improvement in the instructors' performance related to availability of teachers to students. Conclusions, The study supports previous findings about the added value gained by longterm improvement of instructional skills after participation in even a brief workshop. The meaningful improvement in instructor availability to students is associated with the workshops' emphasis on a learner-centred approach and the need to provide continuous feedback. [source] Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patientsMEDICAL EDUCATION, Issue 4 2000Taverner Aims New medical graduates lack clinical skills in assessing and managing patients seeking drugs of dependence. This study compares the effectiveness of three different clinical skills training methods, with similar content, which were developed to teach these skills to senior medical students. Methods A preliminary survey indicated that common problems seen by primary care practitioners included both new and previously known patients seeking either benzodiazepines or opiates. The common content of the teaching was determined from this survey. A didactic small group tutorial (DT), a video-based tutorial (VBT) using professional actors, and a computer-aided instruction package using digitized video (CAI) were developed with this common content, and trialled with undergraduate medical students over 2 years in a parallel-group design. Outcome was assessed by student feedback, performance on a case-based written examination and by a structured evaluation of interviews with simulated patients requesting drugs. Comparison was also made between methods on the basis of knowledge tests. Results No difference was seen in written examination and simulated patient outcomes between the three groups. However, the VBT was thought by the students to be preferable to other methods. The estimated development costs of CAI were higher, but total costs over a 6-year period were lower than for the DT and VBT. The results suggest that clinical skills can be taught equally effectively through several different methods. Collaboration between institutions in the development of widely applicable CAI tools should be an efficient and economical mode of teaching with a wide range of applications. [source] Teaching the extracellular matrix and introducing online databases within a multidisciplinary course with i-cell-MATRIXBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010A student-centered approach Abstract The biochemistry and molecular biology of the extracellular matrix (ECM) is difficult to convey to students in a classroom setting in ways that capture their interest. The understanding of the matrix's roles in physiological and pathological conditions study will presumably be hampered by insufficient knowledge of its molecular structure. Internet-available resources can bridge the division between the molecular details and ECM's biological properties and associated processes. This article presents an approach to teach the ECM developed for first year medical undergraduates who, working in teams: (i) Explore a specific molecular component of the matrix, (ii) identify a disease in which the component is implicated, (iii) investigate how the component's structure/function contributes to ECM' supramolecular organization in physiological and in pathological conditions, and (iv) share their findings with colleagues. The approach,designated i-cell-MATRIX,is focused on the contribution of individual components to the overall organization and biological functions of the ECM. i-cell-MATRIX is student centered and uses 5 hours of class time. Summary of results and take home message: A "1-minute paper" has been used to gather student feedback on the impact of i-cell-MATRIX. Qualitative analysis of student feedback gathered in three consecutive years revealed that students appreciate the approach's reliance on self-directed learning, the interactivity embedded and the demand for deeper insights on the ECM. Learning how to use internet biomedical resources is another positive outcome. Ninety percent of students recommend the activity for subsequent years. i-cell-MATRIX is adaptable by other medical schools which may be looking for an approach that achieves higher student engagement with the ECM. [source] Using innovative group-work activities to enhance the problem-based learning experience for dental studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2009R. Grady Abstract Problem-based learning (PBL) in medical and dental curricula is now well established, as such courses are seen to equip students with valuable transferable skills (e.g. problem-solving or team-working abilities), in addition to knowledge acquisition. However, it is often assumed that students improve in such skills without actually providing direct opportunity for practice, and without giving students feedback on their performance. ,The Manchester Dental Programme' (TMDP) was developed at The University of Manchester, UK as a 5-year, integrated enquiry-led curriculum. The existing PBL course was redesigned to include a unique, additional PBL session (,Session 4') that incorporated an activity for the group to complete, based on the subject material covered during student self-study. A summative mark was awarded for each activity that reflected the teamwork, organisational and overall capabilities of the groups. This paper describes the different types of activities developed for the Session 4 and presents an analysis of the perceptions of the students and staff involved. The student response to the Session 4 activities, obtained via questionnaires, was extremely positive, with the majority finding them fun, yet challenging, and ,worthwhile'. The activities were perceived to enhance subject understanding; develop students' problem-solving skills; allow the application of knowledge to new situations, and helped to identify gaps in knowledge to direct further study. Staff found the activities innovative and exciting learning tools for the students. The Session 4 activities described here are useful educational resources that could be adapted for other PBL courses in a wide variety of subject areas. [source] | ||||||||||||||||