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Related Experiment Videos

Formative feedback to students: the mismatch between faculty perceptions and student expectations.

Jennifer Perera¹, Nagarajah Lee, Khin Win

¹Department of Pathology, International Medical University, Kuala Lumpur, Malaysia. jennifer_perera55@yahoo.com

Medical Teacher

|June 24, 2008

Summary

Effective formative feedback is crucial for learning, yet its implementation requires addressing both student and teacher perspectives. Integrating feedback into all teaching activities and faculty development is essential for successful adoption in higher education.

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Area of Science:

Medical Education
Learning Sciences

Background:

Formative feedback is essential for the effectiveness of assessments and learning tools.
Lack of formative feedback renders other educational interventions ineffective.

Purpose of the Study:

To determine student and teacher perceptions and expectations of formative feedback in preclinical medical education.
To identify barriers and facilitators for effective feedback implementation.

Main Methods:

Mixed methods approach involving preclinical students and teachers.
Questionnaire surveys, focus group discussions, and post-survey discussions were utilized.

Main Results:

Students desire immediate, expert-driven, dialogue-based feedback integrated throughout the curriculum to foster self-regulated learning.
Teachers perceived model answers from non-experts as acceptable, contrasting with student preferences.
Immediate feedback within two weeks on written work by a content expert was considered ideal by students.

Conclusions:

Teacher awareness and training on formative feedback are needed in higher education.
Formative feedback should be a standard component of all learning activities, potentially requiring institutional policy changes.
Addressing the gap between student expectations and teacher perceptions is key to successful feedback integration.