Developing effective assignment feedback for an interprofessional learning module—An action research project.
Summary Background The first year interprofessional learning module at University Campus Suffolk (UCS) is delivered to 300 students and the students' assignments are marked by 20 members of staff from different health and social care professions. We were keen to find a way to reduce any inconsistenc...
| Publicado en: | Nurse Education Today Vol. 35; no. 9; pp. 974 - 981 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Elsevier B.V.
Sep2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109634587&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109634587 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Sep2015 vid: 35 iid: 9 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 109634587 109044123 10.1016/j.nedt.2015.03.020 NLM26004436 109634587 ppf: 974 ppct: 7 formats: tig: atl: Developing effective assignment feedback for an interprofessional learning module—An action research project. aug: au: Strudwick, Ruth Day, Jane affil: Department of Health Studies, University Campus Suffolk, United Kingdom sug: ab: Summary Background The first year interprofessional learning module at University Campus Suffolk (UCS) is delivered to 300 students and the students' assignments are marked by 20 members of staff from different health and social care professions. We were keen to find a way to reduce any inconsistencies and work with both staff and students to ensure that the essay and subsequent feedback were useful for all involved. Aims The aims of the project were to evaluate the current marking process and feedback sheets used for year one inter-professional learning (IPL) marking, and to develop an appropriate marking tool and feedback sheet that would enable markers to provide more consistent feedback to the students. Methods Participatory action research was used with both students and staff members being involved. Focus group and questions were used to ascertain views about the assignment feedback. Conclusions The feedback from this action learning project helped us to enhance the feedback for students. There was also an increase in engagement with the assessment and feedback process amongst both staff and students. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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