Transformative Teaching Practices: Real-Time Feedback for Dynamic Classroom Engagement.

Abstract

Background: High-quality teaching is fundamental to higher education. Over time, the understanding of what constitutes quality teaching has evolved, and the concept of student feedback literacy has recently gained significant attention. Purpose: This descriptive cross-sectional study investigated the efficacy of a real-time feedback survey for classroom lectures. Methods: Forty-eight second-year nursing students enrolled in a compulsory surgical nursing course completed a survey tool assessing understanding, engagement, clarity, pace, visual aids, real-life examples, and interactive activities, at the end of each topic, and adjustments were immediately made by the lecturer in response to student feedback. Results: Teaching quality improved, with students reporting better understanding and fewer misunderstandings. They felt less overwhelmed and requested fewer interactive activities, visual aids, and real-life examples. However, some showed reduced interest and engagement, and felt the lectures were too fast. Conclusion: Real-time feedback enhanced teaching quality by allowing immediate instructional adjustments. However, finding the right balance in repetition and pacing remains essential to sustain student interest and engagement.