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 language | English |
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Qualification | Masters |
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Award date | 23 Apr 2024 |
DOIs | |
Publication status | Unpublished - 2023 |