Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorials
Date
2013-12
Authors
Blanco-Blanco, Ernesto V.
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
Introduction: The close interrelation between the processes of learning, assessment and
feedback has been recognized and supported extensively in the educational field for many
decades. The benefits of the feedback as a strong tool for facilitating learning have been
corroborated by learning theories and educational research. The introduction of Problem-
Based Learning (PBL) approaches to higher education programmes, especially in medical
training, is a worldwide trend. The PBL approach to learning brings new perspectives to the
specific characteristics and values of feedback on learning and the quality of learning and
thus, more especially to the role of the tutor as learning facilitator.
Purpose: To explore the medical students’ perception of the role and utility of the verbal
feedback provided by the tutor to students during the PBL tutorial sessions; and the
students’ perceptions on how to improve the effectiveness of the feedback.
Methodology: This study used a qualitative and interpretive methodological approach. The
qualitative data collection tool used was the focus group discussion. The study was
conducted at the Walter Sisulu University in the Eastern Cape province of South Africa,
where the faculty of Health Sciences has implemented the PBL approach for training. The
research targeted the students in the third year of the MBChB program.
Results: Students’ perceptions on the role of the tutorial feedback suggested that they
strongly acknowledge its value: they see it as a tool for improving their learning skills and
also as an enhancer of their learning motivation and regulation. The students also perceived
it as instrumental in the modelling of programme-specific professional skills which would be
required in their future medical practice. Students’ expectations from PBL-tutors feedback
are quite high and comprehensive regarding both the kind and the nature of the feedback.
Students perceived that the imperfections in the feedback received during tutorial sessions
were a source of emotional discomfort and a hindrance to their learning success. The
students’ need for clear, timely and regular provision of feedback, based on specific learning
outcomes, was also highlighted. The participants’ recommendations for improving the
efficient use of feedback included the regularization of the feedback practices across the
different tutors and an increase in the allotted time for self-directed learning in their schedule.
Conclusions: The results of this study support the need for a socio-constructive learning
environment to ensure successful learning in PBL. Among other conditions, the harmonious
provision of balanced, supportive and motivating feedback is a complement for the
establishment of a learning environment conducive to learning. Similarly, students
highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and
self-regulate their learning, and ensure learning success via the facilitation and feedback.
Higher Education Institutions using PBL training must identify and address factors limiting
the effectiveness of the feedback and the overall quality of learning such as increased staff
workload, increased demand for resources and modularization of courses.
Recommendations: Higher education institutions using PBL training should address the
need for training of tutors in the different aspects and practices of the feedback in the
specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’
learning. A regular process of curriculum enquiry is required to ensure the constructivist
alignment of the different curricular components and overall design as a condition for the
successful implementation of PBL.
Description
Thesis (MPhil)-- Stellenbosch University, 2013.
Keywords
Problem-based learning, Assessment feedback, Dissertations -- Centre for Health Professions Education, Theses -- Centre for Health Professions Education