Students' perceptions of the role and utility of formative assessment feedback on PBL tutorials

[摘要] Introduction: The close interrelation between the processes of learning, assessment andfeedback has been recognized and supported extensively in the educational field for manydecades. The benefits of the feedback as a strong tool for facilitating learning have beencorroborated by learning theories and educational research. The introduction of Problem-Based Learning (PBL) approaches to higher education programmes, especially in medicaltraining, is a worldwide trend. The PBL approach to learning brings new perspectives to thespecific characteristics and values of feedback on learning and the quality of learning andthus, 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 verbalfeedback provided by the tutor to students during the PBL tutorial sessions; and thestudents' perceptions on how to improve the effectiveness of the feedback.Methodology: This study used a qualitative and interpretive methodological approach. Thequalitative data collection tool used was the focus group discussion. The study wasconducted 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. Theresearch targeted the students in the third year of the MBChB program.Results: Students' perceptions on the role of the tutorial feedback suggested that theystrongly acknowledge its value: they see it as a tool for improving their learning skills andalso as an enhancer of their learning motivation and regulation. The students also perceivedit as instrumental in the modelling of programme-specific professional skills which would berequired in their future medical practice. Students' expectations from PBL-tutors feedbackare 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 sessionswere a source of emotional discomfort and a hindrance to their learning success. Thestudents' need for clear, timely and regular provision of feedback, based on specific learningoutcomes, was also highlighted. The participants' recommendations for improving theefficient use of feedback included the regularization of the feedback practices across thedifferent 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 learningenvironment to ensure successful learning in PBL. Among other conditions, the harmoniousprovision of balanced, supportive and motivating feedback is a complement for theestablishment of a learning environment conducive to learning. Similarly, studentshighlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor andself-regulate their learning, and ensure learning success via the facilitation and feedback.Higher Education Institutions using PBL training must identify and address factors limitingthe effectiveness of the feedback and the overall quality of learning such as increased staffworkload, increased demand for resources and modularization of courses.Recommendations: Higher education institutions using PBL training should address theneed for training of tutors in the different aspects and practices of the feedback in thespecific 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 constructivistalignment of the different curricular components and overall design as a condition for thesuccessful implementation of PBL.

[发布机构] Stellenbosch University