Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics
Title
Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics
Date
2020
Publisher
SAGE
Subject
Group-developed concept mapping, peer review, interprofessional collaboration, collaborative learning, faculty facilitation
Language
English
Abstract
Constructive feedback is an important aspect of medical education to help students improve performance in cognitive and clinical skills assessments. However, for students to appropriately act on feedback, they must recognize quality feedback and have the opportunity to practice giving, receiving, and acting on feedback. We incorporated feedback literacy into a case-based concept mapping small group-learning course. Student groups engaged in peer review of group-constructed concept maps and provided written peer feedback. Faculty also provided written feedback on group concept maps and used a simple rubric to assess the quality of peer feedback. Groups were provided feedback on a weekly basis providing an opportunity for timely improvement. Precourse and postcourse evaluations along with peer-review feedback assessment scores were used to show improvement in both group and individual student feedback quality. Feedback quality was compared to a control student cohort that engaged in the identical course without implementing peer review or feedback assessment. Student feedback quality was significantly improved with feedback training compared to the control cohort. Furthermore, our analysis shows that this skill transferred to the quality of student feedback on course evaluations. Feedback training using a simple rubric along with opportunities to act on feedback greatly enhanced student feedback quality.
Source
Journal of Medical Education and Curricular Development, Volume 7, September 2020
Rights
Copyright © The Author(s) 2020
This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Format
PDF
Type
Text
Identifier
Bibliographic Citation
Camarata, T., & Slieman, T. A. (2020). Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics. In Journal of Medical Education and Curricular Development (Vol. 7, p. 238212052093660). SAGE Publications. https://doi.org/10.1177/2382120520936604
Files
Collection
Citation
Camarata, T., & Slieman, T. A., Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics. Journal of Medical Education and Curricular Development, Volume 7, September 2020, New York Tech Institutional Repository, accessed May 10, 2024, https://repository.nyitlibrary.org/items/show/3685
Position: 655 (6 views)