10.6084/m9.figshare.7273409.v1
Israel Leitão Maia
Israel Leitão
Maia
Marcos Kubrusly
Marcos
Kubrusly
Monica Cordeiro Ximenes de Oliveira
Monica Cordeiro Ximenes de
Oliveira
Claudia Maria Costa de Oliveira
Claudia Maria Costa de
Oliveira
Kristopherson Lustosa Augusto
Kristopherson Lustosa
Augusto
Feedback Strategy Adapted for University Undergraduated Student
SciELO journals
2018
–Learning
–Medicine
–Formative Feedback
–Internship and Residence
2018-10-31 02:44:27
Dataset
https://scielo.figshare.com/articles/dataset/Feedback_Strategy_Adapted_for_University_Undergraduated_Student/7273409
<p></p><p>ABSTRACT INTRODUCTION Feedback is information provided by the teacher to improve student performance. Despite being an important teaching tool, and desired by the students, it is still not sufficiently used. OBJECTIVE This study created a manual for the use of feedback, structured based on the results of focus groups that explored the views of medical school interns on the subject. METHODS 31 medical interns of a Higher Education Institution took part in focus group interviews to gather their impressions on feedback. The data were analyzed using Bardin Content Analysis. RESULTS The students understand what feedback is, and experience it through active teaching methodologies. They recognize its importance for learning; however they complain that they do not receive feedback often enough. As to how they would like to receive feedback, and the virtues inherent to teachers and students for it success, it was found that the students’ ideas are aligned with the literature. CONCLUSION Students know what feedback is, and experience it in practice; they recognize its importance for learning and are receptive to it. A manual was developed with a structured feedback strategy for use in university undergraduated students</p><p></p>