Reader in Medical Education
Our dialogical feedback approach is meant to ensure that students are actively engaged in the entire learning process which includes the feedback stage. This allows students to exchange information and feedback with their peers.
Students receive feedback on an ongoing basis from both their colleagues and lecturers based on the content of the module prescribed in that particular semester. Feedback sessions take place in the form of formative feedback dialogues led by students in class. This provides students with a platform to reflect on their performance and that of their peers. Lecturers are there to support the students and monitor conversations rather than to drive them.
In addition to dialogues and in line with the assessment criteria, students still get an opportunity to submit written draft papers on which they receive personalised written feedback. This helps prepare them for written summative assessments.
The dialogical approach to feedback encourages student participation
It promotes active rather than passive learning
It gives students some form of autonomy during the learning process
Due to the frequency of feedback, mistakes are picked-up and corrected at an early stage. This enhance student performance in summative assessments
Unlike with written feedback which only provides a one way transmission of information, this feedback design provides an open platform for information exchange
Feedback is instant therefore it allows students to actively and timely engage with the feedback
Time management may be a concern as feedback sessions (which take place during teaching time) are dependent on the students’ ability to manage dialogues and time
It is more practical in smaller than in larger groups
This feedback design is suitable in both in-person and online sessions/classes