Browsing by Subject "feedback"

Now showing 1 - 9 of 9
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    Criticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching.
    (2014) Alabi, Jaena; Weare, William H., Jr.
    In recent years, peer review of teaching (PROT) has become an increasingly important tool for evaluating library instruction. Most PROT programs consist of three components: a pre-observation meeting, the observation of teaching, and a post-observation session. The post-observation feedback session can be especially challenging—for both the observer and the observed. Drawing upon literature addressing the peer review of teaching, the authors recommend a set of best practices for providing constructive criticism to fellow instruction librarians.
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    Designing for Ballet Classes: Identifying and Mitigating Communication Challenges Between Dancers and Teachers
    (ACM, 2019-06) Trajkova, Milka; Cafaro, Francesco; Dombrowski, Lynn; Human-Centered Computing, School of Informatics and Computing
    Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges.
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    How to Give Feedback During Endoscopy Training
    (Elsevier, 2017-09) Dilly, Christen Klochan; Sewell, Justin L.; Medicine, School of Medicine
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    Overcoming Barriers to Providing Narrative Feedback in Pre-clinical Medical Education: Design and Implementation of a Comment Builder Tool
    (2023-04-28) Hoffman, Leslie A.; Shere, Helen; Bauer, Erich; Vargo-Gogola, Tracy
    Formative feedback is an essential component of competency based medical education1. This feedback should be individualized, reinforce effective behaviors, and provide actionable strategies for improvement. In the first year Human Structure course at Indiana University School of Medicine (IUSM), students complete a two-part assignment to assess the Practice-Based Learning and Improvement competency. Faculty are expected to provide narrative feedback to students on the assignment; however, narrative feedback was not consistently provided to all students in prior years. To lower the barriers to providing feedback, a narrative comment builder tool was developed and implemented. Here we report our experiences with developing and implementing the tool and evaluating ongoing barriers to providing narrative feedback to students.
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    Providing and Receiving Feedback: It Takes Two to Tango!
    (Elsevier, 2019-12) Deitte, Lori A.; Swanson, Jonathan O.; Gunderman, Richard B.; Shenoy-Bhangle, Anuradha S.; Radiology and Imaging Sciences, School of Medicine
    Effective feedback is essential for maximizing learning, improving teacher effectiveness, and ensuring optimal team performance. Despite how critical feedback is to patient care, many educators find it difficult to provide feedback, and learners sometimes feel uncomfortable receiving feedback.
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    Researching Feedback: Mixed-Methods Research
    (Wiley, 2024) Ene, Estela; English, School of Liberal Arts
    Mixed-methods research are sometimes used to explore feedback effectiveness, though not nearly as much as quantitative methods. Mixed methods help expand the array of topics and perspectives explored. Generalizability continues to be a weakness of mixed-methods research.
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    Structure and Engagement in Teacher-Student Chats in ESL Writing
    (2024) Ene, Estela; Upton, Thomas A.; English, School of Liberal Arts
    Teacher-moderated online chats are a common option for conducting writing conferences with students. The efficacy of chat sessions is impacted by the expectations for and structure of these sessions. This corpus-based study used a move analysis to determine the purposes and organization of 129 chats between 3 experienced teachers and 106 students of primarily Chinese and Arabic origin in 9 freshman ESL writing courses. Chats occurred after a draft of an essay assignment had been returned with written teacher feedback in order to provide opportunities for students to receive individualized input. Findings show that chats are structured to serve three functions: opening and closing social moves (greetings, conversational pleasantries) meant to establish rapport; management moves that serve to structure and orient the chat; and instructional moves in which the teachers and students confer and additional feedback is provided. However, chats were not as effective at engaging participants as they could be due to a lack of intentionality and reciprocity. With prior research showing chats are a useful addition to other forms of teacher electronic feedback, we offer suggestions for improving the use of instructional chats in freshman ESL writing classes in order to better engage students.
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    Twelve Tips for Just in Time Teaching of Communication Skills for Difficult Conversations in the Clinical Setting
    (Taylor & Francis, 2017) Hinkle, Laura; Fettig, Lyle; Carlos, W. Graham; Bosslet, Gabriel; Medicine, School of Medicine
    The ability to communicate well with patients and other members of the healthcare team is a vital skill for physicians to have, but one that is often not emphasized in medical education. Learners of all levels can obtain and develop good communication skills regardless of their natural ability in this area, and the clinical setting represents an underutilized resource to accomplish this task. With this in mind, we have reviewed the growing body of literature on the subject and organized our findings into twelve tips to help educators capitalize on these missed opportunities. While our emphasis is helping learners with difficult discussions, these tips can be easily adapted to any other clinical encounter requiring clear communication. Teaching effective communication skills in the clinical setting requires some extra time, but the steps outlined should not take more than a few minutes to complete. Taking the time to develop these skills in our learners will make a significant difference not only their lives but also their patients and their families.