HEAPHY 1 & 2 RADIOTHERAPY Melissa HIGSON

1. HEAPHY 1 & 2 RADIOTHERAPY Melissa HIGSON Fri 30th Aug 2013 Session 2 / Talk 3 11:05 – 11:20 ABSTRACT Feedback is a vital aspect to improve learning. It is imperative that we as teachers provide optimal learning opportunities for our students, and feedback plays a major role in this. From previous difficult teaching experiences I have been involved in, I identified that the feedback process is one aspect that could be improved. I instigated a project on providing effective feedback as part of the Higher Education HEDU/X 502 paper I completed in 2013. Three third year Radiation Therapy students were invited to participate in this study. Verbal and written feedback was analysed and compared to evaluate the implementation of effective feedback tools. Verbal feedback was received from the students after each feedback encounter, and written feedback was obtained from mini clinical assessments I performed before and during the study. Questionnaires were also completed by the students and their clinical tutor after the study. This small project reinforced the current literature regarding effective feedback delivery. Effective feedback should be specific, delivered in an appropriate environment, and includes self-reflection, post-feedback summaries and specific suggestions for improvement. It has been identified that simple changes can be introduced to improve the feedback experience for both the student and the teacher.

2. Your Feedback is Important to Us NZIMRT Conference August 2013 Melissa Higson

3. Certificate of Higher EducationUniversity of Otago • HEDU/X 502 • Learning Theory and Practice in Higher Education • Feedback

4. Definition • “Information about reactions to a product, a person’s performance of a task, etc. which is used as a basis for improvement.” Oxford University Press. (2012)

5. Feedback • Identifies areas for improvement • Stimulates reflection • Verbal or non-verbal • Correction & Reinforcement

6. Good Feedback • Specific • Environment • Timing • Non-judgemental • Reflection • Growth

7. Method • Participants • 3x 3rd year RT students • Data Capture • Verbal & written feedback • Self identified issues • Student identified issues • MCA’s • Peer review • Questionnaire

8. Self Identified Issues • Not timely • No student reflection • No confirmation • Sugar-coating

9. Student Identified Issues • Not specific • No feeding-forward

10. MCA’s • Treatment & CT • Verbal feedback • Set questions • Reflection • Specific • Agree • Examples suitable and achievable • Environment • Timeframe • Awareness

11. Data Capture • Peer-review • Questionnaire • Students • Clinical Tutor

12. Data Analysis • MCA’s • Pre (5) • Specificity • Suggestions for improvement • Constructive criticism • Questionnaire • Post (12) • Specificity • Acknowledgement • Achievability • Environment • Awareness

13. Findings • Specific examples provided • Suggestions for improvement • “I would have liked to see you do…” • “Next time you could try…” • Suitable and Achievable • Timely

14. Findings • Accepted and Understood • Summarise • Student reflection • Environment • Peer Review

15. Limitations • Small study set • Time • Patient availability • Previous MCA access • Student feedback

16. Summary • Improved professional learning • Smooth progression of understanding • Improved professional identity

17. Recommendations • Specific • Suggestions for improvement • Appropriate environment • Self-reflection • Student summary

19. Thank You • Palmerston North Radiation Therapy Department • Sam Larking • Alex Atkins • Becs Thyne • Rouse Educational Fund • Radiotherapy & Oncology Trust – RCTS

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