Providing Video Feedback on a Medical School Community Based Assessment Item: From Performance to Perceptions – ‘Skippy’ to Goldilocks

Research output: Contribution to conferencePosterpeer-review

Abstract

Background: Improving student engagement with assessment feedback enhances student motivation, learning and future performance. Written feedback has traditionally been provided to students on a summative community-based creative-piece assessment task. We trialed the use of individualised video feedback. Student perceptions of this type of feedback was then elicited and
analysed.
Summary of Work: 86 first-year students in a graduateentry medical program based in rural Australia were provided individualised video feedback on assignments and encouraged to complete an online survey. This presentation is underscored by Goffman’s theory of performativity and posits that video feedback can be wellreceived, easy to create and timely to produce.
Summary of Results: While the trial of video feedback was somewhat experimental, the student feedback was overwhelmingly positive. Student comments included that the video feedback was novel, personal and also rather
remarkable for its utility and surprise value.
Discussion: Individualised video feedback is innovative, effective and adheres to university requirements in that “emphasis will be made on providing students with meaningful feedback to facilitate their subsequent approach to learning and enable them to reach their learning goals” (Monash University Better Teaching Better Teaching Agenda)
Conclusion: Video feedback on a summative-assessment task is valued by students. We found that video feedback could be provided at a small rural teaching facility without any marked loss of time or demonstrable inconvenience
for academics. Indeed, we argue that ‘performing feedback’ for the camera can benefit both students and staff.
Take-home Message: The effort taken in producing video feedback is particularly rewarding; the act of performing for assessment both appreciated and gratifying, and that in terms of the ‘Goldilocks principle’, it can be ‘just right’.
Original languageEnglish
Number of pages1
Publication statusPublished - 28 Aug 2017
EventAn International Association for Medical Education 2017 - Messukeskus Helsinki Expo and Convention Centre, Helsinki, Finland
Duration: 26 Aug 201730 Aug 2017
https://amee.org/news/amee-2017-programme

Conference

ConferenceAn International Association for Medical Education 2017
Abbreviated titleAMEE 2017
CountryFinland
CityHelsinki
Period26/08/1730/08/17
Internet address

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