Delivery and use of individualised feedback in large class medical teaching
Background: Formative feedback that encourages self-directed learning in large class medical teaching is difficult to deliver. This study describes a new method, blueprinted feedback, and explores learner’s responses to assess its appropriate use within medical science teaching. Methods: Mapping...
| Main Authors: | , , |
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| Format: | Article |
| Published: |
BioMed Central
2013
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| Online Access: | https://eprints.nottingham.ac.uk/2731/ |
| _version_ | 1848790861178994688 |
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| author | Burr, Steven A. Brodier, Elizabeth Wilkinson, Simon |
| author_facet | Burr, Steven A. Brodier, Elizabeth Wilkinson, Simon |
| author_sort | Burr, Steven A. |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Background: Formative feedback that encourages self-directed learning in large class medical teaching is difficult
to deliver. This study describes a new method, blueprinted feedback, and explores learner’s responses to assess its
appropriate use within medical science teaching.
Methods: Mapping summative assessment items to their relevant learning objectives creates a blueprint which can
be used on completion of the assessment to automatically create a list of objectives ranked by the attainment of
the individual student. Two surveys targeted medical students in years 1, 2 and 3. The behaviour-based survey was
released online several times, with 215 and 22 responses from year 2, and 187, 180 and 21 responses from year 3.
The attitude-based survey was interviewer-administered and released once, with 22 responses from year 2 and 3,
and 20 responses from year 1.
Results: 88-96% of learners viewed the blueprinted feedback report, whilst 39% used the learning objectives to
guide further learning. Females were significantly more likely to revisit learning objectives than males (p = 0.012).
The most common reason for not continuing learning was a ‘hurdle mentality’ of focusing learning elsewhere once
a module had been assessed.
Conclusions: Blueprinted feedback contains the key characteristics required for effective feedback so that with
further education and support concerning its use, it could become a highly useful tool for the individual and
teacher. |
| first_indexed | 2025-11-14T18:19:20Z |
| format | Article |
| id | nottingham-2731 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T18:19:20Z |
| publishDate | 2013 |
| publisher | BioMed Central |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-27312020-05-04T16:37:03Z https://eprints.nottingham.ac.uk/2731/ Delivery and use of individualised feedback in large class medical teaching Burr, Steven A. Brodier, Elizabeth Wilkinson, Simon Background: Formative feedback that encourages self-directed learning in large class medical teaching is difficult to deliver. This study describes a new method, blueprinted feedback, and explores learner’s responses to assess its appropriate use within medical science teaching. Methods: Mapping summative assessment items to their relevant learning objectives creates a blueprint which can be used on completion of the assessment to automatically create a list of objectives ranked by the attainment of the individual student. Two surveys targeted medical students in years 1, 2 and 3. The behaviour-based survey was released online several times, with 215 and 22 responses from year 2, and 187, 180 and 21 responses from year 3. The attitude-based survey was interviewer-administered and released once, with 22 responses from year 2 and 3, and 20 responses from year 1. Results: 88-96% of learners viewed the blueprinted feedback report, whilst 39% used the learning objectives to guide further learning. Females were significantly more likely to revisit learning objectives than males (p = 0.012). The most common reason for not continuing learning was a ‘hurdle mentality’ of focusing learning elsewhere once a module had been assessed. Conclusions: Blueprinted feedback contains the key characteristics required for effective feedback so that with further education and support concerning its use, it could become a highly useful tool for the individual and teacher. BioMed Central 2013-05-03 Article PeerReviewed Burr, Steven A., Brodier, Elizabeth and Wilkinson, Simon (2013) Delivery and use of individualised feedback in large class medical teaching. BMC Medical Education, 13 (May). 7/1-7/7. ISSN 1472-6920 http://www.biomedcentral.com/1472-6920/13/63 doi:10.1186/1472-6920-13-63 doi:10.1186/1472-6920-13-63 |
| spellingShingle | Burr, Steven A. Brodier, Elizabeth Wilkinson, Simon Delivery and use of individualised feedback in large class medical teaching |
| title | Delivery and use of individualised feedback in
large class medical teaching |
| title_full | Delivery and use of individualised feedback in
large class medical teaching |
| title_fullStr | Delivery and use of individualised feedback in
large class medical teaching |
| title_full_unstemmed | Delivery and use of individualised feedback in
large class medical teaching |
| title_short | Delivery and use of individualised feedback in
large class medical teaching |
| title_sort | delivery and use of individualised feedback in
large class medical teaching |
| url | https://eprints.nottingham.ac.uk/2731/ https://eprints.nottingham.ac.uk/2731/ https://eprints.nottingham.ac.uk/2731/ |