Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide: an exploratory qualitative study
| Autor: | Aloysius Gonzaga Mubuuke, Alwyn J. N. Louw, Susan van Schalkwyk |
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| Rok vydání: | 2016 |
| Předmět: |
Male
Students Medical Formative Feedback 020205 medical informatics Facilitator guide Guidelines as Topic 02 engineering and technology Feedback Education Formative assessment Young Adult 03 medical and health sciences 0302 clinical medicine Problem based learning ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Humans Medicine Uganda 030212 general & internal medicine Student learning Developing Countries Curriculum Qualitative Research Medicine(all) Medical education Peer feedback business.industry Problem-Based Learning General Medicine Focus Groups Focus group Problem-based learning Facilitator Female business Education Medical Undergraduate Research Article Qualitative research |
| Zdroj: | BMC Medical Education |
| ISSN: | 1472-6920 |
| Popis: | Background Feedback delivery within a Problem Based Learning tutorial is a key activity for facilitators in order to enhance student learning. The purpose of this study was to explore students’ experiences of feedback delivery in a PBL tutorial and use this information to design a feasible facilitator feedback delivery guide. Methods It was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with students who had an experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. Results Students suggested that facilitators need to give comprehensive feedback on their knowledge construction process as well as feedback on other generic skills outside the knowledge domain such as their communication skills within the tutorial, their participation and team work as well as their interpersonal skills and self-evaluation abilities. From the findings, a structured facilitator feedback delivery guide was developed. Conclusion In this study, we propose a structured feedback delivery guide for PBL facilitators that captures not only knowledge, but also other generic competencies. The guide is feasible in a wide range of contexts where PBL is institutionalized. |
| Databáze: | OpenAIRE |
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