Feedback Strategy Adapted for University Undergraduated Student

ABSTRACT INTRODUCTION Feedback is information provided by the teacher to improve student performance. Despite being an important teaching tool, and desired by the students, it is still not sufficiently used. OBJECTIVE This study created a manual for the use of feedback, structured based on the results of focus groups that explored the views of medical school interns on the subject. METHODS 31 medical interns of a Higher Education Institution took part in focus group interviews to gather their impressions on feedback. The data were analyzed using Bardin Content Analysis. RESULTS The students understand what feedback is, and experience it through active teaching methodologies. They recognize its importance for learning; however they complain that they do not receive feedback often enough. As to how they would like to receive feedback, and the virtues inherent to teachers and students for it success, it was found that the students’ ideas are aligned with the literature. CONCLUSION Students know what feedback is, and experience it in practice; they recognize its importance for learning and are receptive to it. A manual was developed with a structured feedback strategy for use in university undergraduated students

摘要与引言
反馈是教师为提升学生学习表现而提供的信息。尽管反馈作为一项重要的教学工具，且为学生所期盼，但其实际应用仍显不足。
研究目的
本研究以针对医学院实习生关于反馈议题的焦点小组访谈结果为基础，构建了一份反馈使用手册。
研究方法
某高等教育机构的31名医学院实习生参与了焦点小组访谈，以收集其对反馈的认知与看法。本研究采用巴尔丁内容分析法（Bardin Content Analysis）对所获数据进行分析。
研究结果
学生能够准确理解反馈的内涵，并通过主动式教学方法体验到反馈的应用。他们充分认可反馈对学习的重要价值，但同时抱怨反馈的获取频率不足。针对学生期望的反馈接收方式，以及保障反馈有效实施所需的师生双方应具备的特质，研究发现学生的观点与现有学术文献中的论述高度契合。
研究结论
学生明晰反馈的核心内涵，并在实践中接触过反馈环节；他们认可反馈对学习的重要意义，且对反馈持开放接纳的态度。本研究开发了一套结构化的反馈实施策略手册，可供高校本科生使用。