Jenny: Your plans to do one formative peer feedback only are most reasonable, given that teams are meeting a maximum of 4 times. I believe that the whole process could be done electronically outside of class if:
(1) the reasons for doing it were framed well (emphasizing professional behavior)
(2) clear examples of constructive, behavior-based feedback are provided to model how professionals write useful feedback
Criterion (1) is best accomplished during a live TBL with face-to-face communication.
Criterion (2) can be accomplished with online resources or, better yet, with a short on-line module that is coupled with completing the feedback assignment.
Yes, there are disadvantages to having the students walk away with hard copies of their teammates' feedbacks, to wit:
a) anonymity is lost, therefore most students (except mature ones) will be less willing to provide constructive criticism
b) under the pressure of "getting it done before you leave the room", some students will be less thoughtful in their comments, especially if they have to write (2 comments x 5 teammates = 10 comments) in a short time
c) as the course director, you will not have the benefit of reviewing the comments, and you will not be able to assess the quality of the written feedback. With our medical students, our faculty grade the quality of each written feedback on a scale of 1-4. While our grading is admittedly quite subjective, faculty feedback does provide each student with a set of impressions from someone with more professional experience.
Attached are the grading criteria we use to evaluate quality of each student's comments; these are known by all students in advance. Also, we have started to use blinded assessment of the feedbacks by two faculty, comparing the impressions of two persons, with a goal of decreasing the subjectivity factor.
Paul Koles, Boonshoft SOM
On Apr 25, 2012, at 1:48 PM, Jenny Morris wrote:
> We will be implementing TBL for the first time this year with a group of around 300 second year nursing students. The module has been divided into four units which brings the students together on these four occasions for around 2-3 hours a time. In between these occasions they will have scheduled time for the preparatory work, scheduled time to work with the librarian on developing search strategies (it is an evidence-based practice module), and tutorial time following the last unit day. This means that they are working in teams on only four occasions.
>
> We are going to use peer feedback but for formative purposes only – at least for this first delivery. We are planning on using the form developed by Paul Koles which has the tick box questions plus two open ended questions. My question is about collating this information to get feedback back to the students. We have looked at ipeer but cannot use this (don’t ask me to explain why!) and I’m pursuing an alternative with our University learning technologists although I’m not convinced we would get much take up if they were asked to do this out of class (which is the only we could do it electronically). However, I’m now wondering if we’re putting too much effort into this and whether there is any disadvantage to the students simply taking away the hard copies of the feedback at the end of the session. This seems to me to be a sensible solution and at present I can’t think of any disadvantages!
>
> Would welcome advice on this!
>
> Best wishes
>
> Jenny
>
> Dr Jenny Morris
> Associate Professor (Senior Lecturer) in Health Studies
> Faculty of Health, Education and Society
> University of Plymouth
> Knowledge Spa
> Treliske
> Truro TR1 3HD
> Cornwall
>
> Tel: 01872 256461
> Web: http://www.plymouth.ac.uk/faculties/health
>
> ‘High quality education for high quality care’
>
>
> <image001.jpg>
>
|
