学生对导师反馈的看法:一项初步研究。

IF 1.1 Q3 DENTISTRY, ORAL SURGERY & MEDICINE
Ingrid Tonni, Peter Fine, Albert Leung, Chris Louca, Corrado Paganelli
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引用次数: 1

摘要

背景:导师提供给牙科学生的反馈应旨在激发学生的持续学习和动力。以前的研究是从导师的角度来看导师提供的反馈对学习的影响。然而,学生对反馈的了解及其目的以及他们在学习过程中如何体验反馈会影响反馈对学习的影响。本研究旨在从学生的角度评估导师反馈的正当性及其对未来学习的影响。方法:对意大利布雷西亚牙科学院的135名本科生和研究生进行电子问卷调查。问卷共16个问题,分为3个部分。定量数据通过Google Forms收集,数据分析使用SPSS软件,Version 24。结果:61名学生回复问卷,占45.2%。本科生41人(67.2%),研究生20人(32.8%)。绝大多数学生表示他们收到了反馈,30人(49.2%)表示由导师提供,8人(13.1%)表示由同学提供。此外,学生报告说反馈是及时的,在两周的评估中提供,建设性的批评是最受欢迎的反馈方式(n =52, 85.2%)。大多数学生认为他们收到的反馈有助于他们继续学习(n =54, 88.5%)。结论:大多数受访者认为在布雷西亚牙科学校收到的反馈确实对他们的学习产生了积极的影响。这当然是导师们所希望的,但无论如何,能得到答辩学生的认可还是令人欣慰的。现在将进行一项涉及多个牙科学校在不同学习环境下的更全面的研究,包括收集定性数据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students' perceptions of tutor feedback: a pilot study.

Background: Feedback offered to dental students by their tutors should aim to elicit ongoing learning and motivation. Previous studies looked at the impact on learning of feedback delivered by tutors from tutors' perspectives. However, what students know about feedback and its purposes and how they experience them during their study effect the impact of feedback on learning. The aim of this pilot study was to assess the proprieties of tutor feedback and its impact on future learning from the students' perspective.

Methods: A short questionnaire based cross sectional survey was designed and delivered electronically to 135 undergraduate and postgraduate students at Brescia Dental School, Italy. The questionnaire consisted of 16 questions which were divided into 3 sections. Quantitative data were collected via Google Forms, the analysis of the data was undertaken using SPSS software, Version 24.

Results: Sixty-one students (45.2%) responded to the questionnaire. Forty-one of respondents (67.2%) were undergraduate students and 20 (32.8%) were postgraduate students. The vast majority of students indicated that they received feedback, thirty (49.2%) indicated that it was delivered by tutors and eight (13.1%) by fellow students. Further, students reported that feedback was timely, delivered within two weeks of assessments and that constructive criticism was the favoured feedback style (N.=52, 85.2%). Most students felt that the feedback they received helped with ongoing learning (N.=54, 88.5%).

Conclusions: Most of the respondents considered that feedback received at Brescia Dental school did have a positive impact on their learning. This is of course what tutors hope would be the case but nevertheless it is gratifying to receive this endorsement from the respondent students. A more comprehensive study involving multiple dental schools in different learning environments will now be undertaken, including the collection of qualitative data.

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来源期刊
Minerva dental and oral science
Minerva dental and oral science DENTISTRY, ORAL SURGERY & MEDICINE-
CiteScore
2.50
自引率
5.00%
发文量
61
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