Year: 2012
Type: article
Abstract: This article presents a learner-centric approach to feedback for healthcare students \nbased upon current research literature and the authors’ own research into student experiences \nof feedback using ePortfolios. Feedback is essential for all learners but for healthcare learners \nfailure to engage with feedback may impact on patient care with potentially life-threatening \nconsequences. Therefore, the aim of this practical approach is to support learners in the \ndevelopment of their professional competency and identity through deeper and broader \nengagement with feedback facilitated through learner-generated internal reflective and \nexternal dialogues. Such an approach requires learners to broaden their conceptual \nunderstandings of feedback, embracing its different forms and types regardless of when it is \nprovided and by whom. Learners are also required to become active agents in the feedback \nprocess seeking out feedback opportunities in all their learning environments within and \noutwith academia. Fundamental to the approach is the ePortfolio providing a highly flexible, \nintegrative environment for learners to create, record, collect and collate feedback over a \nperiod of study which can be used for reflective dialogue, appraisal of current progress and to \nplan for future learning activities. Practical tutor guidance is provided and the suitability of \nthis approach for other disciplines is also discussed.
Authors: Susi Peacock, Alison Scott, Sue Murray, Kate Morss
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W167830717