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dc.contributor.authorBurr, SAen
dc.contributor.authorBrodier, Een
dc.contributor.authorWilkinson, Sen
dc.date.accessioned2020-07-09T17:37:48Z
dc.date.available2020-07-09T17:37:48Z
dc.date.issued2013-05-03en
dc.identifier.urihttp://hdl.handle.net/10026.1/15962
dc.description.abstract

BACKGROUND: Formative feedback that encourages self-directed learning in large class medical teaching is difficult to deliver. This study describes a new method, blueprinted feedback, and explores learner's responses to assess its appropriate use within medical science teaching. METHODS: Mapping summative assessment items to their relevant learning objectives creates a blueprint which can be used on completion of the assessment to automatically create a list of objectives ranked by the attainment of the individual student. Two surveys targeted medical students in years 1, 2 and 3. The behaviour-based survey was released online several times, with 215 and 22 responses from year 2, and 187, 180 and 21 responses from year 3. The attitude-based survey was interviewer-administered and released once, with 22 responses from year 2 and 3, and 20 responses from year 1. RESULTS: 88-96% of learners viewed the blueprinted feedback report, whilst 39% used the learning objectives to guide further learning. Females were significantly more likely to revisit learning objectives than males (p = 0.012). The most common reason for not continuing learning was a 'hurdle mentality' of focusing learning elsewhere once a module had been assessed. CONCLUSIONS: Blueprinted feedback contains the key characteristics required for effective feedback so that with further education and support concerning its use, it could become a highly useful tool for the individual and teacher.

en
dc.format.extent63 - ?en
dc.languageengen
dc.language.isoengen
dc.subjectEducation, Medicalen
dc.subjectEducational Measurementen
dc.subjectFeedbacken
dc.subjectFemaleen
dc.subjectHumansen
dc.subjectMaleen
dc.subjectStudents, Medicalen
dc.subjectTeachingen
dc.titleDelivery and use of individualised feedback in large class medical teaching.en
dc.typeJournal Article
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/23642040en
plymouth.volume13en
plymouth.publication-statusPublished onlineen
plymouth.journalBMC Med Educen
dc.identifier.doi10.1186/1472-6920-13-63en
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/Peninsula Medical School
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.publisher.placeEnglanden
dcterms.dateAccepted2013-04-29en
dc.identifier.eissn1472-6920en
dc.rights.embargoperiodNot knownen
rioxxterms.versionofrecord10.1186/1472-6920-13-63en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2013-05-03en
rioxxterms.typeJournal Article/Reviewen


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