反馈对助产学学生自评成绩及自评能力的影响:一项准实验研究

IF 1.3 Q2 Social Sciences

International Quarterly of Community Health Education Pub Date : 2020-07-01 DOI:10.1177/0272684X19885512

M. Geranmayeh, Z. Khakbazan, F. Azizi, A. Mehran

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引用次数: 0

摘要

本研究旨在探讨临床助产实习中口头与书面反馈对学生自评成绩及自评能力的影响。本研究以120名学生为对象进行了三组准实验研究。对照组采用常规方法进行临床教育，反馈组采用以三明治反馈模型为基础的口头或书面反馈方法。在临床教育的最后一天，参与者和另一位讲师同时填写了一份检查表。第二指导员的成绩与对照组学生的成绩有显著的直接相关(r =。38, p = .01)，言语反馈组(r =。63, p < .001)，而书面反馈组(r =。74, p < 0.001)。在对照组、口头反馈组和书面反馈组中，学生与教师的满意率分别为32.5%、70%和77.5%。反馈能显著提高学生的自我评价能力。

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Effects of Feedback on Midwifery Students’ Self-Assessed Performance and Their Self-Assessment Ability: A Quasi-Experimental Study

This study aimed to evaluate the effects of verbal and written feedback in clinical midwifery placement on students’ self-assessed performance and their self-assessment ability. This three-group quasi-experimental study was conducted on 120 students. Participants in the control group received clinical education through the routine method, while in the feedback groups received either verbal or written feedback methods on the basis of the sandwich feedback model. In the last day of clinical education, a checklist was simultaneously filled out by participants and a second instructor. There was significant direct correlation between the scores of performance assessment by both the second instructor and students in the control group (r = .38, p = .01), the verbal feedback group (r = .63, p < .001), and the written feedback group (r = .74, p < .001). The rates of student–instructor agreement in the control, verbal feedback, and written feedback groups were 32.5%, 70%, and 77.5%, respectively. Feedback is effective in significantly improving students’ self-assessment ability.

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来源期刊

International Quarterly of Community Health Education PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-

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期刊介绍： The International Quarterly of Community Health Education is committed to publishing applied research, policy and case studies dealing with community health education and its relationship to social change. Since 1981, this rigorously peer-referred Journal has contained a wide selection of material in readable style and format by contributors who are not only authorities in their field, but can also write with vigor, clarity, and occasionally with humor. Since its introduction the Journal has considered all manuscripts, especially encouraging stimulating articles which manage to combine maximum readability with scholarly standards.