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Emotions as student feedback.

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The emotional adjective feedback tool (EAFT) enhances student reflection and provides more meaningful, student-centered feedback compared to traditional methods. This approach improves teaching quality insights for educators.

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Area of Science:

  • Medical Education
  • Healthcare Professional Development

Background:

  • Student engagement with feedback tools is crucial for curriculum development.
  • Low engagement may stem from students perceiving a lack of personal gain.
  • The emotional adjective feedback tool (EAFT) leverages emotional intelligence for feedback on clinical teaching experiences.

Purpose of the Study:

  • To compare the effectiveness of the EAFT with a traditional feedback tool (TFT).
  • To assess student and staff preferences for feedback methods.
  • To explore the impact of emotional engagement on feedback quality and meaningfulness.

Main Methods:

  • Year-1 medical students (n=115) used both EAFT and TFT after clinical skills sessions.
  • Student preferences and reasoning were collected via questionnaire.
  • Staff (n=12) participated in focus groups to discuss tool preference from a tutor's perspective.

Main Results:

  • EAFT provided insights into teaching qualities and student learning experiences.
  • TFT focused on organizational aspects of lessons.
  • EAFT facilitated more personal, thought-provoking, and student-centered feedback, enhancing reflection.

Conclusions:

  • EAFT encourages student reflection and yields more student-centered feedback.
  • Different feedback tools serve distinct objectives, environments, and student populations.
  • Emotional engagement in feedback can increase its meaningfulness for students and utility for staff.