Gathering feedback

Sharp, L. , Karadzhov, D. and Paterson, H. (2022) Gathering feedback. In: Hughes, P. and Langan Martin, J. (eds.) Teaching Psychiatry to Undergraduates. Cambridge University Press: Cambridge, pp. 162-167. ISBN 9781108925976 (doi: 10.1017/9781108921206.025)

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This chapter outlines the value of gathering student feedback. It offers illustrative examples of gathering and incorporating systematic feedback related to the student experience, intended learning outcomes, and professional skills into a cyclical model of curriculum enhancement. Consideration is given to feedback gathering during three key points of course delivery: the design stage, during the course, and following course completion. Feedback can target learning, teaching, and course organisation, as well as the perceived utility of the skills being developed. A selection of methods and approaches to seeking feedback are outlined which can be applied to capture the multitude of outcomes of interest related to students’ skills, performance and experiences. Suggestions are made about how traditional evaluation approaches can be complemented using more democratic, participatory methods such as group reflection activities and workshops. The limitations of student feedback, as well as pertinent ethical issues, are briefly highlighted. Exploration of student satisfaction offers opportunities to optimise the curriculum design, evaluate practice, and inform curricular innovations.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:Sharp, Dr Laura and Paterson, Dr Helena and Karadzhov, Dr Dimitar
Authors: Sharp, L., Karadzhov, D., and Paterson, H.
College/School:College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Mental Health and Wellbeing
College of Medical Veterinary and Life Sciences > School of Psychology & Neuroscience
Publisher:Cambridge University Press
Published Online:12 October 2022

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