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Translating evidence-based guidelines to improve feedback practices: the interACT case study

Barton, Karen L., Schofield, Susie J., McAleer, Sean and Ajjawi, Rola 2016, Translating evidence-based guidelines to improve feedback practices: the interACT case study, BMC medical education, vol. 16, Article Number : 53, pp. 1-12, doi: 10.1186/s12909-016-0562-z.

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Title Translating evidence-based guidelines to improve feedback practices: the interACT case study
Author(s) Barton, Karen L.
Schofield, Susie J.
McAleer, Sean
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Journal name BMC medical education
Volume number 16
Season Article Number : 53
Start page 1
End page 12
Total pages 12
Publisher BioMed Central
Place of publication London, Eng.
Publication date 2016
ISSN 1472-6920
Keyword(s) Feedback
Assessment
Self-regulation
Online distance learning
Higher education
Medical education
Dialogue
Postgraduate
Action research
Summary BACKGROUND: There has been a substantial body of research examining feedback practices, yet the assessment and feedback landscape in higher education is described as 'stubbornly resistant to change'. The aim of this paper is to present a case study demonstrating how an entire programme's assessment and feedback practices were re-engineered and evaluated in line with evidence from the literature in the interACT (Interaction and Collaboration via Technology) project. METHODS: Informed by action research the project conducted two cycles of planning, action, evaluation and reflection. Four key pedagogical principles informed the re-design of the assessment and feedback practices. Evaluation activities included document analysis, interviews with staff (n = 10) and students (n = 7), and student questionnaires (n = 54). Descriptive statistics were used to analyse the questionnaire data. Framework thematic analysis was used to develop themes across the interview data. RESULTS: InterACT was reported by students and staff to promote self-evaluation, engagement with feedback and feedback dialogue. Streamlining the process after the first cycle of action research was crucial for improving engagement of students and staff. The interACT process of promoting self-evaluation, reflection on feedback, feedback dialogue and longitudinal perspectives of feedback has clear benefits and should be transferable to other contexts. CONCLUSIONS: InterACT has involved comprehensive re-engineering of the assessment and feedback processes using educational principles to guide the design taking into account stakeholder perspectives. These principles and the strategies to enact them should be transferable to other contexts.
Language eng
DOI 10.1186/s12909-016-0562-z
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
1302 Curriculum And Pedagogy
1117 Public Health And Health Services
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, BioMed Central
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081446

Document type: Journal Article
Collections: Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.