HEAPHY 1 & 2

RADIOTHERAPY

Melissa HIGSON

Fri 30th Aug 2013

Session 2 / Talk 3

11:05 – 11:20

ABSTRACT

Feedback is a vital aspect to improve learning. It is imperative that we as teachers provide optimal

learning opportunities for our students, and feedback plays a major role in this. From previous difficult

teaching experiences I have been involved in, I identified that the feedback process is one aspect that

could be improved. I instigated a project on providing effective feedback as part of the Higher Education

HEDU/X 502 paper I completed in 2013. Three third year Radiation Therapy students were invited to

participate in this study.

Verbal and written feedback was analysed and compared to evaluate the implementation of effective

feedback tools. Verbal feedback was received from the students after each feedback encounter, and

written feedback was obtained from mini clinical assessments I performed before and during the study.

Questionnaires were also completed by the students and their clinical tutor after the study. This small

project reinforced the current literature regarding effective feedback delivery. Effective feedback should

be specific, delivered in an appropriate environment, and includes self-reflection, post-feedback

summaries and specific suggestions for improvement. It has been identified that simple changes can be

introduced to improve the feedback experience for both the student and the teacher.

Your Feedback is Important to Us

NZIMRT ConferenceAugust 2013

Melissa Higson

Certificate of Higher EducationUniversity of Otago

•HEDU/X 502

▫Learning Theory and Practice in Higher Education

Feedback

Definition

•“Information about reactions to a product, a person’s performance of a task, etc. which is used as a basis for improvement.”

Oxford University Press. (2012)

Feedback

•Identifies areas for improvement

•Stimulates reflection

•Verbal or non-verbal

•Correction & Reinforcement

Good Feedback

•Specific

•Environment

•Timing

•Non-judgemental

•Reflection

•Growth

Method• Participants

▫ 3x 3rd year RT students

• Data Capture▫ Verbal & written feedback ▫ Self identified issues▫ Student identified issues▫ MCA’s▫ Peer review▫ Questionnaire

Self Identified Issues

•Not timely

•No student reflection

•No confirmation

•Sugar-coating

Student Identified Issues

•Not specific

•No feeding-forward

MCA’s• Treatment & CT

• Verbal feedback

• Set questions▫ Reflection▫ Specific▫ Agree▫ Examples suitable and achievable▫ Environment▫ Timeframe▫ Awareness

Data Capture

•Peer-review

•Questionnaire▫Students▫Clinical Tutor

Data Analysis• MCA’s

▫Pre (5) Specificity Suggestions for

improvement Constructive criticism

▫Questionnaire

▫Post (12) Specificity Acknowledgement Achievability Environment Awareness

Findings Specific examples provided

Suggestions for improvement▫“I would have liked to see you do…”▫“Next time you could try…”

Suitable and Achievable

Timely

Findings Accepted and Understood

Summarise

Student reflection

Environment

Peer Review

Limitations

•Small study set

•Time

•Patient availability

•Previous MCA access

•Student feedback

Summary

•Improved professional learning

•Smooth progression of understanding

•Improved professional identity

Recommendations

•Specific

•Suggestions for improvement

•Appropriate environment

•Self-reflection

•Student summary

Thank You

•Palmerston North Radiation Therapy Department▫Sam Larking▫Alex Atkins▫Becs Thyne

•Rouse Educational Fund

•Radiotherapy & Oncology Trust – RCTS

References• Bienstock, J.L., Cox, S.M., Erickson, S., Hueppchen, N., Katz, N.T., & Puscheck, E.E. (2007). To the point: Medical

education reviews-providing feedback. American Journal of Obstetrics & Gynaecology, June, 508-513. doi: 10.1016/j.ajog.2006.08.021

• Biggs, J. (2003). Teaching for Quality Learning at University: What the student does (2nd ed.). England: The Society for Research into Higher Education & Open University Press.

• Boehler, M., Rogers, D., Schwind, C., Mayfor, R., Quin, J., Williams, R., & Dunnington, G. (2006). An investigation of medical student reactions to feedback: a randomised controlled trial. Medical Education. 40 (8), 746-749. doi: 10.1111/j.1365-2929.2006.02503.x746–749.

• Callister, L.C., Cox, A.H., Johnsen, V., Matsumura, G., & Palmer, S.P. (2005). Nursing education and service collaboration: Making a difference in the clinical learning environment. The Journal of Continuing Education in Nursing, 36, 271, 276. Retrieved from: http://search.proquest.com.ezproxy.otago.ac.nz/docview/223332615/fulltextPDF?accountid=14700

• Cantillon, P., & Sargeant, J. (2008). Teaching Rounds: Giving feedback in clinical settings. British Medical Journal, 337 (7681), 1292-1294. doi: 10.1136/bmj.a1961

• Cleary, M., & Walter, G. (2010). Giving Feedback to learners in clinical and academic settings: Practical considerations. The Journal of Continuing Education in Nursing. 41 (4), 153-154. doi: 10.3928/00220124-20100326-10

• Clynes, M.P., & Raftery, S.E.C. (2008). Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice, 8, 405-411. doi: 10.1016/j.nepr.2008.02.003

• Gallagher, L.M. (1992). Positive reinforcement in clinical teaching. Nurse Educator, 17, 35-36. Retrieved from:http://rb6fc7tv6s.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Positive+reinforcement+in+clinical+teaching&rft.jtitle=Nurse+educator&rft.au=Gallagher%2C+L+M&rft.date=1992-07-01&rft.issn=03633624&rft.volume=17&rft.issue=4&rft.spage=35&rft_id=info:pmid/1407737&rft.externalDocID=1407737

• Glover, P.A. (2000). ‘Feedback. I listened, reflected and utilized’: Third year nursing students’ perceptions and use of feedback in the clinical setting. International Journal of Nursing Practice, 6, 247-252. Retrieved from http://onlinelibrary.wiley.com.ezproxy.otago.ac.nz/doi/10.1046/j.1440172x.2000.00218.x/pdf

• Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research. 77 (1), 81-112. doi: 10.3102/003465430298

• Hewson, M., & Little, M. (1998). Giving feedback in medical education: verification of recommended techniques. Journal of General Internal Medicine. 13(2), 43-46 111-116. doi: 10.1046/j.1525-1497.1998.00027.x

• Kumar, V., & E Stracke. (2011). Examiners’ reports on theses: Feedback or assessment? Journal of English for Academic Purposes. 10(4), 211-222. doi: 10.1016/j.jeap.2011.06.001

• McKimm, J. (2009). Giving effective feedback. British Journal of Hospital Medicine, 70, 158-161. Retrieved from: http://www.faculty.londondeanery.ac.uk/other-resources/otherresources/files/ BJHM _%20Giving%20effective%20feedback.pdf

• Oxford University Press. (2012). Oxford Dictionaries. Retrieved from http://oxforddictionaries.com/• Schartel, S.A. (2012). Giving feedback – an integral part of education. Best Practice & Research Clinical

Anaesthesiology, 26, 77-87. doi: 10.1016/j.bpa.2012.02.003

• Alper, E., Baril, J., DeMarco, D., Fischer, M.A., Mazor, K.M., & Pugnaire, M. (2006). Learning from mistakes: Factors that influence how students and residents learn from medical errors. Journal of General Internal Medicine, 21, 419-423. doi: 10.1111/j.15-25-1497.2006.00420.x

• Anderson, N.D., & Cyr, A.-A. (2011). Trial-and-error learning improves source memory among young and older adults. Psychology and Aging, 11, 1-11. doi: 10.1037/a0025115

• Arthurs, J.B. (2007). A juggling act in the classroom: Managing different learning styles. Teaching and Learning in Nursing, 2, 2-7. doi: 10.1016/j.teln.2006.10.002

• Bienstock, J.L., Cox, S.M., Erickson, S., Hueppchen, N., Katz, N.T., & Puscheck, E.E. (2007). To the point: Medical education reviews-providing feedback. American Journal of Obstetrics & Gynaecology, June, 508-513. doi: 10.1016/j.ajog.2006.08.021

• Biggs, J. (2003). Teaching for Quality Learning at University: What the student does (2nd ed.). England: The Society for Research into Higher Education & Open University Press.

• Boehler, M., Rogers, D., Schwind, C., Mayfor, R., Quin, J., Williams, R., & Dunnington, G. (2006). An investigation of medical student reactions to feedback: a randomised controlled trial. Medical Education. 40 (8), 746-749. doi: 10.1111/j.1365-2929.2006.02503.x746–749.

• Brown, T, Cosgriff, T & French, G. (2007). Learning style preferences of Australian occupational therapy students. Australian Occupational Therapy Journal, 54, S58-S65. doi: 10.1111?j.1440-1630.2007.00723.x

• Butler, J. (1996). Professional development: Practice as text, reflection as process, and self as locus. Australian Journal of Education, 40(3), 265-283.

• Callister, L.C., Cox, A.H., Johnsen, V., Matsumura, G., & Palmer, S.P. (2005). Nursing education and service collaboration: Making a difference in the clinical learning environment. The Journal of Continuing Education in Nursing, 36, 271, 276. Retrieved from: http://search.proquest.com.ezproxy.otago.ac.nz/docview/223332615/fulltextPDF?accountid=14700

• Cleary, M., & Walter, G. (2010). Giving Feedback to learners in clinical and academic settings: Practical considerations. The Journal of Continuing Education in Nursing. 41 (4), 153-154. doi: 10.3928/00220124-20100326-10

• Clynes, M.P., & Raftery, S.E.C. (2008). Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice, 8, 405-411. doi: 10.1016/j.nepr.2008.02.003

• Conklin, J. (2005). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxanomy of Educational Objectives. Educational HORIZONS. Spring, 154-159.

• Cooke, M., Creedy, D.K., Henderson, A., & Walker, R. (2012). Nursing students’ perceptions of learning in practice environments: A review. Nurse Education Today, 32, 299-302. doi: 10.1016/j.nedt.2011.03.010

• DiCarlo, S.E., & Lujan, H.L. (2006). First-year medical students prefer multiple learning styles. Advances in Physiology Education, 30, 13-16. doi: 10.1152/advan.00045.2005.

• Fleming, N. (2001). VARK, a guide to learning styles. Retrieved from: http://www.vark-learn.com/english/index.asp• Gallagher, L.M. (1992). Positive reinforcement in clinical teaching. Nurse Educator, 17, 35-36. Retrieved from:

http://rb6fc7tv6s.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Positive+reinforcement+in+clinical+teaching&rft.jtitle=Nurse+educator&rft.au=Gallagher%2C+L+M&rft.date=1992-07-01&rft.issn=0363-3624&rft.volume=17&rft.issue=4&rft.spage=35&rft_id=info:pmid/1407737&rft.externalDocID=1407737

• Glover, P.A. (2000). ‘Feedback. I listened, reflected and utilized’: Third year nursing students’ perceptions and use of feedback in the clinical setting. International Journal of Nursing Practice, 6, 247-252. Retrieved from http://onlinelibrary.wiley.com.ezproxy.otago.ac.nz/doi/10.1046/j.1440-172x.2000.00218.x/pdf

• Golding, C. (2012, March, 30). Inquiry learning: How can Dewey illuminate current practice? [Online forum].

• Harland, T. (2012). Chapter 5: Theory and practice in student learning. University teaching: an introductory guide. Oxon, New York: Routledge.

• Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research. 77 (1), 81-112. doi: 10.3102/003465430298487

• Jasper, M. (2003). Beginning Reflective Practice- Foundations in Nursing and Health Care. Nelson Thornes. Chelterham.

• McKimm, J. (2009). Giving effective feedback. British Journal of Hospital Medicine, 70, 158-161. Retrieved from: http://www.faculty.londondeanery.ac.uk/other-resources/other-resources/files/BJHM_%20Giving%20effective%20feedback.pdf

• Schartel, S.A. (2012). Giving feedback – an integral part of education. Best Practice & Research Clinical Anaesthesiology, 26, 77-87. doi: 10.1016/j.bpa.2012.02.003

• Spronken-Smith, R. (2012, March 23). Activities to get Students Active in their Learning. [Online forum].• Toastmasters International. (2007). Commend, Recommend, Commend. Retrieved from: www.toastmasters.org