Transcript Document

Fri 30th Aug 2013
Session 2 / Talk 3
11:05 – 11:20
HEAPHY 1 & 2
RADIOTHERAPY
Melissa HIGSON
ABSTRACT
Feedback is a vital aspect to improve learning. It is imperative that we as teachers provide optimal
learning opportunities for our students, and feedback plays a major role in this. From previous difficult
teaching experiences I have been involved in, I identified that the feedback process is one aspect that
could be improved. I instigated a project on providing effective feedback as part of the Higher Education
HEDU/X 502 paper I completed in 2013. Three third year Radiation Therapy students were invited to
participate in this study.
Verbal and written feedback was analysed and compared to evaluate the implementation of effective
feedback tools. Verbal feedback was received from the students after each feedback encounter, and
written feedback was obtained from mini clinical assessments I performed before and during the study.
Questionnaires were also completed by the students and their clinical tutor after the study. This small
project reinforced the current literature regarding effective feedback delivery. Effective feedback should be
specific, delivered in an appropriate environment, and includes self-reflection, post-feedback summaries
and specific suggestions for improvement. It has been identified that simple changes can be introduced to
improve the feedback experience for both the student and the teacher.
Your Feedback is Important to Us
NZIMRT Conference
August 2013
Melissa Higson
Certificate of Higher Education
University of Otago
• HEDU/X 502
▫ Learning Theory and Practice in Higher Education
 Feedback
Definition
• “Information about reactions to a product, a
person’s performance of a task, etc. which is
used as a basis for improvement.”
Oxford University Press. (2012)
Feedback
• Identifies areas for improvement
• Stimulates reflection
• Verbal or non-verbal
• Correction & Reinforcement
Good Feedback
• Specific
• Non-judgemental
• Environment
• Reflection
• Timing
• Growth
Method
• Participants
▫ 3x 3rd year RT students
• Data Capture
▫
▫
▫
▫
▫
▫
Verbal & written feedback
Self identified issues
Student identified issues
MCA’s
Peer review
Questionnaire
Self Identified Issues
• Not timely
• No student reflection
• No confirmation
• Sugar-coating
Student Identified Issues
• Not specific
• No feeding-forward
MCA’s
• Treatment & CT
• Verbal feedback
• Set questions
▫
▫
▫
▫
▫
▫
▫
Reflection
Specific
Agree
Examples suitable and achievable
Environment
Timeframe
Awareness
Data Capture
• Peer-review
• Questionnaire
▫ Students
▫ Clinical Tutor
Data Analysis
• MCA’s
▫ Pre (5)
 Specificity
 Suggestions for
improvement
 Constructive criticism
▫ Questionnaire
▫ Post (12)





Specificity
Acknowledgement
Achievability
Environment
Awareness
Findings
 Specific examples provided
 Suggestions for improvement
▫ “I would have liked to see you do…”
▫ “Next time you could try…”
 Suitable and Achievable
 Timely
Findings
 Accepted and Understood
Summarise
Student reflection
Environment
Peer Review
Limitations
• Small study set
• Time
• Patient availability
• Previous MCA access
• Student feedback
Summary
• Improved professional learning
• Smooth progression of understanding
• Improved professional identity
Recommendations
• Specific
• Suggestions for improvement
• Appropriate environment
• Self-reflection
• Student summary
Thank You
• Palmerston North Radiation Therapy
Department
▫ Sam Larking
▫ Alex Atkins
▫ Becs Thyne
• Rouse Educational Fund
• Radiotherapy & Oncology Trust – RCTS
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