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Students' perceptions of tutor feedback: a pilot study.

Ingrid Tonni1, Peter Fine2, Albert Leung2

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Summary
This summary is machine-generated.

Dental students perceive tutor feedback positively, finding it timely and constructive, which aids their ongoing learning. This pilot study highlights the importance of student perspectives on feedback effectiveness in dental education.

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Area of Science:

  • Dental Education
  • Medical Pedagogy
  • Student Feedback

Background:

  • Tutor feedback in dental education aims to foster learning and motivation.
  • Previous research focused on tutor perspectives; this study emphasizes student experiences.
  • Understanding student perceptions of feedback is crucial for its effectiveness.

Purpose of the Study:

  • To evaluate the quality of tutor feedback from the students' viewpoint.
  • To assess the impact of tutor feedback on dental students' future learning.
  • To gather student perspectives on the purpose and experience of feedback.

Main Methods:

  • A cross-sectional survey using a 16-question electronic questionnaire.
  • Data collected from 135 undergraduate and postgraduate dental students at Brescia Dental School.
  • Quantitative data analyzed using SPSS software.

Main Results:

  • A 45.2% response rate (61 students).
  • Most students received timely feedback, primarily from tutors.
  • Constructive criticism was the preferred feedback style (85.2%), with 88.5% finding it beneficial for learning.

Conclusions:

  • Dental students at Brescia Dental School generally perceive tutor feedback as positively impacting their learning.
  • Student endorsement of feedback practices is encouraging for educators.
  • Further research with a larger, multi-institutional scope, including qualitative data, is planned.