Health professions students’ experiences of feedback in clinical learning environments following a feedback literacy curriculum

Colleen O'Connor

Research output: ThesisMaster's Thesis

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Abstract

Developing feedback literacy is recognised as a way to help students engage effectively with feedback and utilise it for future learning. This research explored health professions students' experiences of feedback after participating in a novel feedback literacy curriculum. Seven semi-structured interviews were conducted and the analysis used a phenomenographic approach. There were three main categories of description: 1) extending learning through engagement with feedback, 2) extracting performance-relevant information from the clinical environment, and 3) exercising judgment in seeking feedback. These research findings will help inform the development of future educational curriculum to support student feedback literacy.
Original languageEnglish
QualificationMasters
Awarding Institution
  • The University of Western Australia
Supervisors/Advisors
  • Carr, Sandra, Supervisor
  • Molloy, Elizabeth, Supervisor, External person
  • Smith-Han, Kelby, Supervisor
Award date23 Apr 2024
DOIs
Publication statusUnpublished - 2023

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