Academic Feedback: the Students’ Story

Kirsty Smith BVM&S MRCVSMasters by Research (Veterinary Education)

kirsty.j.smith83@gmail.com

Background

• The Royal (Dick) School of Veterinary Studies (R(D)SVS) in Edinburgh– 5 year course; mainly British school leavers– 4 year Graduate Entry Programme; mainly

US and UK graduates

• Feedback rated poorly by UK medical and veterinary students in National Student Survey

National Student Survey results

NSS, 2008

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R(D)SVS Vet1 Vet2 Vet3 Vet4 Edin Med

Methods of inquiry

• Veterinary students across the UK– Online survey of feedback experiences

• R(D)SVS students– Survey, focus groups and feedback diaries with 1st

and Graduate Entry Programme (GEP) year– Survey and focus groups with third and final year

Adapted from Hounsell et al, 2008

Results

• Prior experiences of feedback shape expectations– 60% of graduate and school leaving students said they

expect no less feedback at university than at school

• Perceived lack of guidance – Students find it hard to judge the quality of their work – Students struggle to meet expectations and feel

unprepared for examinations– Added pressure as students feel they need to know

everything in the degree for their future career

Results• Issues with feedback

– NSS questions poorly rated across year groups– Feedback not returned in time for next assignment, or

sometimes at all e.g. on examinations– Students feel they deserve feedback even if they are

doing well - so that they can improve

• Students want personal, specific and timely feedback– Verbal and specimen answers highly valued– Prior clear guidance can reduce need for feedback

Some quotes

“I think making sure that everyone gets feedback, if you do well or if you fail … However you do, everyone kind of deserves feedback really. It shouldn't just be you can only have feedback if you failed…” (3rd year student)

“The problem is that it’s not only - because we have the feedback issue, but that's further compounded with the fact that we are not given expectations. So without both you're pretty much clueless as to... what you've done wrong and how to do better for the next time.” (GEP student)

Initial conclusions• Students have clear expectations of feedback

• Experiences may not match expectations– Students feel they need more guidance– Provision of quality, timely feedback is not consistent

• Future work is looking into ‘bridging the gap’– Staff survey of perceptions of feedback– Electronic feedback system for rotations– Showing students exam answers with different marks

to demonstrate quality

Acknowledgments

• Susan Rhind• Velda McCune• Feedback project team• VTO staff• Students of R(D)SVS

This project was funded by the Principal’s Teaching Award Scheme at the University of Edinburgh and the Birrell-Gray Travelling Scholarship at the R(D)SVS

Questions?kirsty.j.smith83@gmail.com