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Teacher feedback and student learning–The students' perspective

A, Leung; PD, Fine; R, Blizard; I, Tonni; D, Ilhan; C, Louca; (2022) Teacher feedback and student learning–The students' perspective. Journal of Dentistry , 125 , Article 104242. 10.1016/j.jdent.2022.104242. Green open access

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Abstract

Introduction: Feedback from teachers to students plays an important role in informing students about the outcome of their assessments. It contributes to students’ ongoing learning. The aim of this study was to investigate dental students’ perceptions of the feedback given to them by their teachers in Europe. / Materials & methods: An online questionnaire was completed by dental students throughout Europe in this quantitative study. Data were collected via Google Forms, transferred to an excel spreadsheet and analysed using SPSS software Version 24. / Results: 234 students studying in 9 different European countries completed the questionnaire. These students were born in 36 different countries within and beyond Europe. 84% (n=197) were undergraduate students. 20.3% (n=48) students reported receiving feedback following summative assessments. 81.2% (n=190) students reported constructive criticism as their preferred mode of receiving feedback. 11.3% (n=26) students did not know who delivered the feedback to them. 71% (n=166) students felt that the feedback they received had a significant impact on their future learning. / Conclusion: It would appear that there is some diversity in dental students’ perceptions of: i) who delivers feedback, ii) when feedback is given, iii) the consistency of feedback received, and iv) the style of feedback they preferred compared to that delivered by tutors. Feedback is being provided to dental students in an appropriate and helpful manner, although there is still room for improvement. Students were aware of the significance of feedback and its impact on future learning.

Type: Article
Title: Teacher feedback and student learning–The students' perspective
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.jdent.2022.104242
Publisher version: https://doi.org/10.1016/j.jdent.2022.104242
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: feedback methods, feedback delivery, student learning
UCL classification: UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > Eastman Dental Institute > EDI Continuing Professional Develop.
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > Eastman Dental Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10153573
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