Effect of formal training workshop on teachers’ quality of written feedback in higher education

  • Raisa Begum Gul Shifa College of Nursing & Midwifery, Shifa Tameer-e-Millat University, Islamabad, Pakistan
  • Ambreen Tharani Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan
  • Nusrat Fatima Rizvi Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan
  • Syeda Kauser Ali Institute of Medical Education, Jinnah Sindh Medical University, Karachi, Pakistan
  • Arusa Lakhani Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan
  • Ambreen Gowani Department of Nursing, Aga Khan University Hospital Karachi, Pakistan
Keywords: Intervention workshop, written feedback, faculty development

Abstract

Introduction: The significance of written feedback in students’ learning is well established in the literature; however, it is contingent on several factors, particularly the quality of written feedback. Many teachers are not formally trained to give feedback that could affect the student learning.

Objective: This study was designed to investigate whether teachers modify their written feedback in response to a formal training workshop on written feedback.

Methodology: Using a quasi-experimental design with pre and post within subject design, 94 teachers participated in this study. As a pre-test, participants were made to provide written feedback on a sample script at the beginning of the workshop. This was followed by a two-day interventional workshop that included discussions and hands on exercises on multiple aspects of written feedback. At the end of the workshop, the participants were again asked to provide feedback on the same script.

Results: Comparisons between the pre- and post-intervention data revealed several differences. The quantity of feedback increased subsequent to the intervention. A rise in feedback on form and writing style was observed after the workshop, as opposed to a slight drop in feedback on content, leading to a more balanced focus. Although some of the desired differences, such as avoiding vague comments and criticism, were statistically insignificant, most of the other, differences in the pre-test and post-test were statistically significant.

Conclusion: This study affirms that a formal training workshop could improve the quality of teachers’ written feedback.

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Author Biographies

Raisa Begum Gul, Shifa College of Nursing & Midwifery, Shifa Tameer-e-Millat University, Islamabad, Pakistan

Dean & Professor, Faculty of Nursing & Midwifery, Shifa College of Nursing & Midwifery, Shifa Tameer-e-Millat University, Islamabad, Pakistan

Ambreen Tharani, Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan

Assistant Professor, Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan

Nusrat Fatima Rizvi, Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan

Assistant Professor, Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan

Syeda Kauser Ali, Institute of Medical Education, Jinnah Sindh Medical University, Karachi, Pakistan

Professor & Chair, Institute of Medical Education, Jinnah Sindh Medical University, Karachi, Pakistan

Arusa Lakhani, Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan

Assistant Professor, Department of Nursing, Aga Khan University Hospital, Karachi, Pakistan

Ambreen Gowani, Department of Nursing, Aga Khan University Hospital Karachi, Pakistan

Senior Instructor, Department of Nursing, Aga Khan University Hospital Karachi, Pakistan

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Published
2021-08-01
How to Cite
1.
Gul R, Tharani A, Rizvi N, Ali S, Lakhani A, Gowani A. Effect of formal training workshop on teachers’ quality of written feedback in higher education. JSTMU [Internet]. 1Aug.2021 [cited 27Oct.2021];4(1):16-4. Available from: https://j.stmu.edu.pk/ojs/index.php/jstmu/article/view/121