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Title: An exploration of feedback given to undergraduate dental students in the clinical environment
Author: Roberts, Amanda
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2020
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This study aimed to explore whether dental students at one UK dental school were reflecting on the feedback they had been given on clinic, and how the feedback process could be improved by professional development of staff. Mixed methods were used including qualitative analysis of feedback comments written by tutors on an iPad, interviews of both students and tutors, and observations of the feedback process in place. An intervention was carried out during a staff training day followed up with a focus group of participants. A lack of reflection emerged, with students appearing to be unsure of how to use their feedback, and staff unsure of how to give feedback. Written feedback comments were found to be of poor quality. Issues uncovered included poor student reaction to feedback, lack of time, and feedback viewed by both tutors and students as a passive process, focussing more on assessment than development. This study highlights the need to improve the quality of written feedback recorded, and the need to provide training for tutors to help them achieve this through developing a coaching approach. Feedback given separately from grades would help students to focus more on the developmental aspect of feedback, but students also need further training to help them become feedback literate and to use reflection to set goals.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral