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dc.contributor.authorDearnley, Christine A.*
dc.contributor.authorTaylor, J.D.*
dc.contributor.authorLaxton, J.C.*
dc.contributor.authorRinomhota, S.*
dc.contributor.authorNkosana-Nyawata , Idah D.*
dc.date.accessioned2014-12-19T10:16:29Z
dc.date.available2014-12-19T10:16:29Z
dc.date.issued2013
dc.identifier.citationDearnley CA, Taylor JD, Laxton JC et al (2013) The student experience of piloting multi-modal performance feedback tools in health and social care practice (work)-based settings. Assessment and Evaluation in Higher Education. 38(4): 436-450.
dc.identifier.urihttp://hdl.handle.net/10454/6820
dc.descriptionNo
dc.description.abstractThe aim of this study was to evaluate newly developed performance feedback tools from the student perspective. The tools were innovative in both their mode of delivery and the range of stakeholders they involved in the feedback process. By using the tools in health and social care settings, students were able to engage in interprofessional assessment of common competences and obtain performance feedback from a range of stakeholders not commonly involved in work-based learning; these included peers and service users. This paper discusses the ways in which the performance feedback tools were developed by a collaborative programme and compares their delivery, across a wide range of professions and work-based settings, in paper-based, web-based and mobile formats. The tools were evaluated through a series of profession-specific focus groups involving 85 students and 7 professions. The data were analysed thematically and reduced to three key categories: mode of delivery, assessment tool dynamics and work-based issues. These will be discussed in detail. The students agreed that the structured way of capturing and documenting feedback from several sources would support their practice placement learning. The reflective nature of the tools and the capacity for guiding reflection was also welcomed. The concepts of gaining service user, peer and/or interprofessional feedback on performance were new to some professions and evoked questions of reliability and validity, alongside appreciation of the value they added to the assessment process.
dc.subjectCommon competences
dc.subjectInterprofessional assessment
dc.subjectMobile-based feedback
dc.subjectPaper-based feedback
dc.subjectPeer feedback
dc.subjectPerformance feedback
dc.subjectPractice placement learning
dc.subjectWeb-based feedback
dc.subjectWork-based learning
dc.subjectService user
dc.titleThe student experience of piloting multi-modal performance feedback tools in health and social care practice (work)-based settings
dc.status.refereedYes
dc.contributor.sponsorThis was a Higher Education Funding Council (HEFC) funded CETL.
dc.date.application2012-01-18
dc.typeArticle
dc.type.versionNo full-text in the repository
dc.identifier.doihttps://doi.org/10.1080/02602938.2011.645014
dc.openaccess.statusclosedAccess


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