An exploration of feedback in Midwifery education

Teaching and Learning Conference2015

Jo Killingley

Introduction

• Midwifery

• The OSCE (Objective Structured Clinical Examination)

• Year one OSCE

• Second year research succession planning

Student feedback on Research modules

• Unrelated to practice• Boring• Difficult• Laborious• Always poor feedback at BOS

Aims

• Describe a select group of students’ experience of formative feedback in relation to an Objective Structured Clinical Examination (OSCE) using a small scale research project

• To understand from the perspective of the students’ whether or not feedback has a positive impact on learning, in particular in practice settings and to develop assessment strategies to promote learning

Objectives

• To determine the student’s experiences of OSCE feedback

 • To explore areas that could help students take

control of their own learning

• To facilitate learning through structured OSCE feedback

• To disseminate good practice in assessment feedback

Research Question

• Do student midwives perceive OSCE feedback as useful in relation to their learning with particular emphasis on

learning in practice settings?

Methodology

• Qualitative paradigm• Method of data collection: focus group• Semi structured interview guide• Sampling: purposive• Inclusion: all student who had passed

their OSCE• Data analysis: thematic analysis• Ethics: role conflict

Introduction

• Learning is a perception and an understanding of the world.

• Learning is an emotional journey involving many factors

• Learning involves assessment and feedback

• Opportunity

Literature review

• Specificity• Behaviour focused• Clarity• Timeliness• OSCE

Project findings

Objectives:1. To determine the student’s experience of

OSCE feedback2. To explore areas that could help students

take control of their learning3. To facilitate learning through structured

OSCE feedback and to disseminate in other areas of teaching and assessment

4. To facilitate learning and high standards of proficiency through OSCE feedback

Student quote

“Enquiry based learning started in the first year and set our standards which should be reflected in the OSCE and then the feedback”

Project limitations

• Data collection closer to the student experience

• Focus group size

Teachers are responsible for designing curriculum, assessment, instruction,

and professional development to promote understanding, rather than

simply knowledge-recall (Brown 2007).

Application to practice

Organisation

• “I knew where I was and felt safe in the

guidance, not worried and lost.”• “I felt very uneasy at the start of the module but with

support from you and my peers, my confidence grew and I actually really enjoyed it.”

• “Very structured lessons that follow a methodical approach.”

• The lessons are the right length, not too long or overwhelming.”

• “All information was on Moodle at the start of the year which enabled me to be organised and prepare straight away.”

Assessment for learning

• “I was so scared of research at first, but it was well explained and we were so well supported.”

• “It has set us up brilliantly for our dissertation in year 3.”

• “Strong guidance on and off-line.”• “This module did not only help me complete these

two assignments, but also for other modules of the course.”

• “I felt we had a good understanding of the structure and marking scheme before writing.”

• “Constructive and valuable feedback from class, drafts, peer review and tutorials.”

Student and instructor collaboration

• “I felt safe in the guidance, not worried and lost.”

• “I felt very uneasy at the start of the module but with support from you and my peers, my confidence grew and I actually really enjoyed it.”

• “This module has really improved how I approach all my other work.”

• “I felt Jo was approachable and was there for us.”• “Good level of support.”• “Jo led me to believe in myself.”• “Jo treated us equally.”

Key speakers

• “The outside speakers provided insight and amazing extra knowledge.”

• “Jo as an individual lecturer has been truly exceptional, her inspiration has massively improved a daunting module.”

• The module leader engaged the support of other experts in research and this helped me gain a better clinical understanding.”

• “Additional speakers supported the module well and were key to its success.”

Pre and post session material

• “Power point and lessons were always very structured, we always knew what we’d be learning and how this was relevant.”

• “Really good support from you Jo, lots of helpful materials, feedback and support with assignments.”

• “Very knowledgeable and you put a lot of effort into lectures.”

Draft work review

• “Well prepared for deadlines because of draft work.”

• Excellent support from module leader, feedback and advice really improved my work and understanding , which I have found valuable for now and next year.”

• Drafts helped so much as then I knew what direction to go in.”

• “Draft work was VERY useful.”

Peer review

• “Draft and peer marking was a very useful exercise to identify what was needed regarding the marking criteria and get another person to offer suggestions on your work.”

• “I peer marked a friend's too for another module as it was so beneficial.”

• “Time frame for peer and draft review was well timed.”

Conclusion

• Do student midwives perceive OSCE feedback as useful in relation to their learning with particular emphasis on learning in practice settings?

• Yes…………..but the impact of whether it is deemed useful had several factors:

• Clear guidance which was timely effective and appropriate

• Tutor-student dialogue• Assessment shapes what students study• Brief

Recommendations

• Continuity between modules in relation to mode of assessment

• Clarity

• Constructive dialogue between assessor and student following assessment feedback

Reflection

• Personal and professional perspective

• Visible improvement• Listening to students and analysing

their motivations for learning• PURA (Pan University Review of

Assessment)• Teaching and Learning Conference

2015• Pan London Assessment Document

Questions