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Peacock, Susi; Scott, Alison; Murray, Sue; Morss, K (2012)
Publisher: AABRI
Languages: English
Types: Article
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
This article presents a learner-centric approach to feedback for healthcare students\ud based upon current research literature and the authors’ own research into student experiences\ud of feedback using ePortfolios. Feedback is essential for all learners but for healthcare learners\ud failure to engage with feedback may impact on patient care with potentially life-threatening\ud consequences. Therefore, the aim of this practical approach is to support learners in the\ud development of their professional competency and identity through deeper and broader\ud engagement with feedback facilitated through learner-generated internal reflective and\ud external dialogues. Such an approach requires learners to broaden their conceptual\ud understandings of feedback, embracing its different forms and types regardless of when it is\ud provided and by whom. Learners are also required to become active agents in the feedback\ud process seeking out feedback opportunities in all their learning environments within and\ud outwith academia. Fundamental to the approach is the ePortfolio providing a highly flexible,\ud integrative environment for learners to create, record, collect and collate feedback over a\ud period of study which can be used for reflective dialogue, appraisal of current progress and to\ud plan for future learning activities. Practical tutor guidance is provided and the suitability of\ud this approach for other disciplines is also discussed.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

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