Reflection and Feedback
The importance of reflection and feedback in well-designed learning processes.
The quality and quantity of feedback during the learning process have direct implications for the learning outcome. This is a principle that has been proved in a wealth of research. In TEFFIC we have elected to build on results from clinical medical education. The reason for this is that the importance of feedback and induction of reflections in the students is extensively used as learning tools in this profession, and the conditions of the clinical learning arena is comparable to the laboratories for Industry 4.0 learning.
At first, we will concentrate on the principles for feedback during the learning process. This may be done in many ways in a laboratory setting, but we can distinguish three broad categories.
The first is brief feedback which is done in a practical situation were the educator have a dialogue with the student. For example, were the students study a part of a practical installation or are doing fault finding on a laboratory model. This may have the form of showing the students effective ways to achieve the goal they are pursuing or ask simple questions to guide the student in a fruitful direction.
The second category formal feedback is done when a meeting is planned for giving prepared and structured feedback. This may be done in writing but can also be done orally. A sound or video recording can be used for documentation if needed. Formal feedback in a physical meeting is done in private between the student and the educator.
The last category, major feedback, is normally given at the midpoint of the course or learning process. This is done in a formal fashion in a meeting and is often supporter by a written feedback.
What is then the difference between feedback and assessment? It is a somewhat "blurred area" between these two, but in general you can say that feedback is designed to help the student to improve by suggesting alternative strategies or methods for the task at hand, assessment is designed to tell the student how she or he has performed.
Certain principles of giving feedback is developed that can be helpful.
First, work as an ally of the student. Set a time - major feedback should not take the student by surprise. Have mutual agreement on time and place. Ask for feedback on your own performance. Have the student give an assessment of his or her performance (self-feedback) before giving one's opinion. Use well defined, mutual-agreed-upon goals as a guide for the student's performance and as the subject of feedback.
Second, base feedback on observed incidents and not on modifiable behaviours. Give feedback on specific behaviours, not on general performance. Give feedback on decisions and actions, not on one's interpretations of the student's motives. Subjective data should be labelled as such.
Third, give feedback in small, digestible quantities.
And forth, use language that is non-evaluative and non-judgmental.
conducted. Reflection is defined as "a thought, idea or opinion formed, or a remark made, as a result of meditation". In learning theory, reflection integrates a concept or a combination of skills, knowledge, attitudes and values with the learner's cognitive framework. This give way to an assimilation and reordering or reworking of concepts, skills, knowledge and/or values into pre-existing knowledge structures.
Some have said that the difference between a professional and a technician is that the professional knows a larger context of his or her work and uses this knowledge for lifelong learning, as opposed to the technician, whose knowledge is limited to performing specific tasks. Others have shown that psychological growth occurs only when reflection is a component of an educational program.
Three factors may prove important for successful use of reflection in a laboratory setting, all concerning the educator; First the educator is a good role model. Second, the educator has the trust of the students. And third, the educator has the skills to facilitate reflection.
Timing is important to initiate fruitful reflections in the students. The right question asked in the right situation may trigger reflections that lead to understanding of concepts. The way to facilitate reflections resembling interviewing skills. You listen to the students and pick up on clues to their thoughts and feelings, and follow up with open ended questions such as; "What did you mean by that?" Or, "how can you apply this in a job situation?" Or just, "what did you learn from this?" Often this will open a wealth of reflections that will provide even the educator with new important insights.
As mentioned before, feedback and reflection can be done in a complementary fashion. Well formulated feedback should lead to a reflective process in the student giving insight and understanding. Remember Plutarch's words; "The mind is not a vessel to be filled but a fire to be ignited!"
After you
have read this article, take some time to reflect and find solutions to this
task;
Find five questions that can direct feedback and promote reflections with the students.
In our next TEFFIC paper we will look at Supervision and organization of online learning.
Source:
- William T. Branch, Jr., MD, and Anuradha Paranjape, MD, MPH, Feedback and Reflection: Teaching Methods for Clinical Settings, Acad. Med. 2002;77:1185-1188.