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Are Current Feedback Methods Optimal for Student Understanding and Learning

Gubbins, Karen (2011) Are Current Feedback Methods Optimal for Student Understanding and Learning. Journal of Paramedic Practice, 3 (3). pp. 136-141. ISSN 2041-9457

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Abstract

Student feedback provided to paramedic students is often a contentious
issue, with tutors and student paramedics not always agreeing upon the best
techniques to employ. It is identified that feedback provided to students should
be a learning tool, therefore it should be meaningful. It is also identified that
meaning can be lost in the written form, and that face-to-face verbal and
visual feedback is the best methods of giving feedback. A research project
was undertaken take to elicit the views and opinions on feedback methods,
from a group of student paramedics who were new to higher education. the
research was undertaken with a view to changing current practice, and improve
the experience of student paramedics. Most of the student paramedics opted
for tutorial feedback, although one student requested feedback via email. All
students were provided with their choice of feedback method and the standard
feedback method usually employed. It became obvious during the tutorial time
allocated, that time management was going to be largest issue, as the tutorials
took a considerable amount of time. The students were then asked how useful
each method was to them. Most students stated that the tutorial feedback was
where they learnt the most and therefore was the most beneficial. A number
of issues were raised during the research, for example: how best to use tutorial
time, and how much time should be allocated per student.

Item Type: Article
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Uncontrolled Discrete Keywords: feedback, assignment, paramedic
Subjects: R Medicine > RT Nursing
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: College of Health, Life and Environmental Sciences > School of Allied Health and Community
Related URLs:
Depositing User: Karen Gubbins
Date Deposited: 17 Mar 2011 13:52
Last Modified: 17 Jun 2020 16:54
URI: https://eprints.worc.ac.uk/id/eprint/1299

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