HEAPHY 1 & 2RADIOTHERAPYMelissa HIGSON

Fri 30th Aug 2013Session 2 / Talk 3

11:05 – 11:20

ABSTRACTFeedback 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

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