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Related Experiment Video

Updated: Dec 6, 2025

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics.

Troy Camarata1, Tony A Slieman1

  • 1Department of Basic Sciences, New York Institute of Technology College of Osteopathic Medicine at Arkansas State University, Jonesboro, AR, USA.

Journal of Medical Education and Curricular Development
|October 8, 2020
PubMed
Summary
This summary is machine-generated.

Medical students improved their feedback quality through targeted training in giving, receiving, and acting on constructive feedback. This feedback literacy enhanced both peer and course evaluation feedback.

Keywords:
Constructive feedbackcollaborative learningfeedback qualityfeedback rubricpeer review

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Cognitive and Clinical Skills Assessment

Background:

  • Constructive feedback is crucial for medical student development in cognitive and clinical skills.
  • Effective feedback requires students to recognize quality, practice feedback skills, and act upon it.
  • Integrating feedback literacy into medical curricula is essential for skill enhancement.

Purpose of the Study:

  • To incorporate and evaluate the impact of feedback literacy training on medical students' feedback quality.
  • To assess improvements in students' ability to give, receive, and act on constructive feedback.
  • To compare feedback quality between a trained cohort and a control group.

Main Methods:

  • A case-based concept mapping course integrated peer review and faculty feedback with a rubric for assessing feedback quality.
  • Students received weekly feedback to allow for timely improvement and skill application.
  • Pre/post-course evaluations and feedback assessment scores measured changes in feedback quality, compared against a control group.

Main Results:

  • Student groups receiving feedback literacy training showed significant improvement in feedback quality compared to the control cohort.
  • The enhanced feedback skills transferred to the quality of student feedback on course evaluations.
  • A simple rubric and opportunities to act on feedback were key to enhancing student feedback quality.

Conclusions:

  • Feedback literacy training significantly improves the quality of feedback provided by medical students.
  • The structured approach, including peer review and rubric-based assessment, enhances students' ability to provide and utilize feedback effectively.
  • This intervention demonstrates a transferable skill development that benefits both peer assessment and overall course evaluation quality.