Abstract
• Background
Peer feedback (PF) teaching and learning activities facilitate competencies that graduates need in their future practice, in both mono-and interprofessional settings (IPEC 2016). We ask: What do students see as peer feedback competencies that can support them in their future practice?
• Methods
We analyzed two cross-professional focus-group interviews with students from a variety of educational programs (physiotherapy, occupational therapy, nursing, pre-schooling, nutritionists, social worker). Participants were recruited from a cross-professional course where PF plays a central role both as a learning activity and as a learning goal in itself.
The interviews were analyzed, first through open coding to identify themes related to students’ experiences of feedback in professional practice, and, subsequently, using a feedback literacy framework developed by Molloy et al. (2020) to characterize the role of the learner in utilizing feedback for their own learning.
• Results
Overall, the focus groups saw great promise, in using PF to forge their own future in professional practice.
Using Molloy et al’s (2020) feedback literacy framework we found that the students were particularly invested with reflections on how emotions are important in both giving and receiving feedback. Conversely, we rarely saw students reflect on how they work to process and consequently act on feedback.
• Discussion
The students´ focus on the importance of emotional responses nuances the ways in which PF holds promise vis a vis their future. The less prominent aspects of PF literacy in the students´ examples point to ways in which PF activities can be further developed and focused.
• Conclusion
The students appear optimistic about the potential for implementing more peer feedback in their future practices, although they also point to structural and relational barriers to useful peer feedback interactions in practice.
Peer feedback (PF) teaching and learning activities facilitate competencies that graduates need in their future practice, in both mono-and interprofessional settings (IPEC 2016). We ask: What do students see as peer feedback competencies that can support them in their future practice?
• Methods
We analyzed two cross-professional focus-group interviews with students from a variety of educational programs (physiotherapy, occupational therapy, nursing, pre-schooling, nutritionists, social worker). Participants were recruited from a cross-professional course where PF plays a central role both as a learning activity and as a learning goal in itself.
The interviews were analyzed, first through open coding to identify themes related to students’ experiences of feedback in professional practice, and, subsequently, using a feedback literacy framework developed by Molloy et al. (2020) to characterize the role of the learner in utilizing feedback for their own learning.
• Results
Overall, the focus groups saw great promise, in using PF to forge their own future in professional practice.
Using Molloy et al’s (2020) feedback literacy framework we found that the students were particularly invested with reflections on how emotions are important in both giving and receiving feedback. Conversely, we rarely saw students reflect on how they work to process and consequently act on feedback.
• Discussion
The students´ focus on the importance of emotional responses nuances the ways in which PF holds promise vis a vis their future. The less prominent aspects of PF literacy in the students´ examples point to ways in which PF activities can be further developed and focused.
• Conclusion
The students appear optimistic about the potential for implementing more peer feedback in their future practices, although they also point to structural and relational barriers to useful peer feedback interactions in practice.
Bidragets oversatte titel | Peer feedback som professionskompetence |
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Originalsprog | Engelsk |
Publikationsdato | 19 sep. 2024 |
Status | Udgivet - 19 sep. 2024 |
Emneord
- Uddannelse, professioner og erhverv