ABSTRACT
Objective:To explore the effect of teaching based on task-driven joint feedback mechanism on improving the quality and satisfaction of teaching practical nursing students in department of gynaecology and obstetrics.Methods:A total of 203 practical nursing students who had internship in the Department of Gynaecology and Obstetrics, The First Affiliated Hospital of Hainan Medical University from June 2019 to June 2020 were selected as the research objects. They were divided into a control group ( n=96) and a study group ( n=107) according to the order of admission. The control group used traditional teaching, and the study group used task-driven joint feedback mechanism-based teaching. After the teaching, the teaching effect of the two groups of practical nursing students was evaluated through theoretical assessment, skill operation assessment and teaching satisfaction. SPSS 22.0 was used for t test and non-parametric rank sum test. Results:The theoretical assessment scores [(93.51±4.22) vs. (89.62±4.08)] and the total scores of the skill operation assessment [(93.20±4.14) vs. (82.06±3.82)] of the practical nursing students in the study group were better than those of the control group, and the difference was statistically significant ( P<0.05). The results of teaching satisfaction evaluation (teacher's ability and execution ability, teaching content and task design, teaching task completion, feedback mechanism execution and improvement after feedback) of the study group were better those of the control group, and the difference was statistically significant ( P<0.05). Conclusion:The teaching based on the task-driven joint feedback mechanism can effectively improve the teaching quality and teaching satisfaction of the practical nursing students in the department of obstetrics and gynecology.
ABSTRACT
@#This study carried out at the University of Papua New Guinea investigates undergraduate medical imaging science (MIS) students’ perceptions of the usefulness of individualised feedback using a rubric. In the first semester of 2017, 15 fourth year students in the research proposal design course were assigned to an assessment rubric, which comprised a detailed description of how their work was to be graded. Students were instructed to submit an initial draft of their writing. Electronic feedback was then provided to support the revision process. The benefits of the rubric and feedback were evaluated at the end of the semester using a paper-based survey, which provided participating students with the opportunity to critically reflect on the learning experience. The majority (93.3%) of the students were satisfied that the feedback on their draft proposal assisted their understanding on research methodology concepts which informed their progress with respect to achieving the assessment learning outcomes. This study has demonstrated that the use of a rubric as a formative assessment tool has had a positive impact on students’ learning experience. Reflection on the results of this study will lead to further refinement of the existing rubric and the development of others.