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Chapter 6.3 - Gathering Feedback

from Section 6 - Gathering feedback and quality improvement

Published online by Cambridge University Press:  12 October 2022

By
Dr Laura Sharp ,
Dr Dimitar Karadzhov  and
Dr Helena Paterson
Edited by
Patrick Hughes  and
Julie Langan Martin
Patrick Hughes
Affiliation:
NHS Forth Valley
Julie Langan Martin
Affiliation:
University of Glasgow
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Summary

This chapter outlines the value of gathering student feedback. It offers illustrative examples of gathering and incorporating systematic feedback related to the student experience, intended learning outcomes, and professional skills into a cyclical model of curriculum enhancement. Consideration is given to feedback gathering during three key points of course delivery: the design stage, during the course, and following course completion. Feedback can target learning, teaching, and course organisation, as well as the perceived utility of the skills being developed. A selection of methods and approaches to seeking feedback are outlined which can be applied to capture the multitude of outcomes of interest related to students’ skills, performance and experiences. Suggestions are made about how traditional evaluation approaches can be complemented using more democratic, participatory methods such as group reflection activities and workshops. The limitations of student feedback, as well as pertinent ethical issues, are briefly highlighted. Exploration of student satisfaction offers opportunities to optimise the curriculum design, evaluate practice, and inform curricular innovations.

Type
Chapter
Information
Teaching Psychiatry to Undergraduates , pp. 162 - 167
Publisher: Cambridge University Press
Print publication year: 2022

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