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Abstract Details

How am I really doing in Neuro Small Group? Student Perceptions of Feedback in Neurology Case-Based Learning Sessions
Research Methodology, 好色先生, and History
P2 - Poster Session 2 (5:30 PM-6:30 PM)
4-035

We explored student perceptions of the effectiveness of faculty feedback during small group case-based learning (CBL) sessions.
Direct and timely medical student feedback is an essential tool to encourage mastery of key concepts in the classroom and enhance clinical competency. There are several barriers to effective feedback which include: low-quality feedback, leniency bias, and gender impacts. Moreover, student feedback-seeking behavior is highly variable due to a variety of factors such as perception of the learning environment and the relationship to the feedback provider. The topic of feedback is, therefore, both crucial to student success and highly complex. A true gap in the literature exists with respect to understanding individual student feedback-seeking behaviors and responses towards faculty feedback in case-based learning sessions.
This qualitative study used a purposive sampling strategy of five 45-minute, semi-structured interviews with second year medical students (N=10) enrolled in the Geisel School of Medicine Neurology course. Investigator triangulation was used with interpretation comparisons that included independent content analysis of interview transcripts with Nvivo software. The emerging themes were discussed and final theme consensus was reached.

Five major themes arose:

  • 1.)Students value frequent feedback on their understanding of key neurologic case concepts.
  • 2.)The current CBL learning environment is not conducive to individual feedback.
  • 3.)Students preferred “low-stakes” and “popcorn-style” learning environments within CBL.
  • 4.)Student feedback-seeking behaviors are influenced by self-perceived level of preparedness for the sessions, individual learning style, and overall comfort with the CBL facilitator.
  • 5.)Students identified “indirect” feedback from which they were able to address misunderstandings by listening to discussions during the sessions.
Students value knowledge-based feedback from CBL sessions and would prefer more individualized feedback. The style of the facilitator and overall learning environment can vary widely in the small group setting, and has direct impact on feedback opportunities and student feedback-seeking behavior.
Authors/Disclosures
Claire P. Hogue
PRESENTER 		No disclosure on file
Justin J. Mowchun, MD No disclosure on file