Student preferences for feedback: Implications for clinical supervision


Rowe, Wood and Petocz (2008) undertook a study of a large cohort of students at two Australian universities. The authors identified two feedback preference dimensions, which appeared to reflect two learning approaches. These have been described by Biggs (2003) as ‘surface’ and ‘deep’ learning. The authors discuss student preferences and detail previous studies that have found learning styles and assessment feedback from tutors influenced engagement of students. It was also noted that surface learners preferred courses that allowed students to memorise and reproduce factual content, while deep learners chose courses that were intellectually challenging and where assessment allowed them to demonstrate their understanding.

The survey was developed from themes identified from focus groups. The findings of this study indicated that one quarter of students surveyed stated they received none or rarely received any feedback. This suggests much improvement is needed in the provision of feedback and/or it may also indicate that students do not recognise feedback when they receive it. The results also suggested that students wanted more engagement from teaching staff and for feedback to be personalised.

To ensure students receive a high quality clinical placement there is an expectation they will receive feedback that is timely, constructive, motivating and congruent with their learning styles. The findings of this study have implications for how clinical supervisors approach giving feedback to students. The authors report that students want more engagement and personalised feedback from teaching staff. The authors cite that students commented on the role of feedback in assisting with improving performance. They also note there is an emotional component.

Last weeks blog (Elliott 2002) detailed that students stress levels can be minimised if they have the opportunity to meet and develop a rapport with their clinical supervisor. These studies indicate that mindfulness of the affective domain of students by clinical supervisors is crucial for engagement during professional experience. It can improve their learning experience; provide motivation and enhance feelings of value or respect. Additionally, clinical supervisors can promote feelings of belonging by providing individualised feedback by communicating with the student the information being discussed is feedback.

During the last 12 months or so, this blog has reviewed and discussed many aspects of clinical supervision, including the notions of belonging, doubt, feedback and learning styles. I have discussed contemporary clinical education or facilitation models and reported on innovations being undertaken to improve the quality of professional experience placements.  This blog can be searched via the categories listed on the right hand side of this post, if you would like further information about any of these topics.  If you have any suggestions about this blog or would like me to explore any particular topic related to clinical supervision please post them here or contact Carey.Mather@utas.edu.au

 

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