文章基本信息

标题：Improved quality and quantity of written feedback is associated with a structured feedback proforma
本地全文：下载
作者：Philip M.Newton ; Melisa J.Wallace ; Judy McKimm 等
期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2012
卷号：9
期号：1
页码：1-7
DOI：10.3352/jeehp.2012.9.10
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Facilitating the provision of detailed,deep and useful feedback is an important design feature of any educational pro_x0002_gramme.Here we evaluate feedback provided to medical students completing short transferable skills projects.Feed?back quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback?provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed.Each pair of questions consisted of asking the marker 'what was done well?’ and 'what changes would improve the assignment?’ Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students.We also observed that,for these double?marked projects,the marker designated as 'marker 1’ consistently wrote more feedback than the marker designated 'marker 2’.
关键词：Facilitating the provision of detailed,deep and useful feedback is an important design feature of any educational pro_x0002_gramme.Here we evaluate feedback provided to medical students completing short transferable skills projects.Feed?back quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback?provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed.Each pair of questions consisted of asking the marker 'what was done well?’ and 'what changes would improve the assignment?’ Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students.We also observed that,for these double?marked projects,the marker designated as 'marker 1’ consistently wrote more feedback than the marker designated 'marker 2’.