Enabling the feedback process in work-based learning: an evaluation of the 5 minute feedback form

Abstract

Feedback is the key ingredient from which we grow. This paper contributes to the literature on student feedback in higher education, specifically within work-based learning. It provides an overview of the usability, utility and impact of a freely available feedback tool, the 5 min feedback form (5MFF). The 5MFF was constructed for use within physiotherapy and is being utilised across clinical placement sites in Ireland. The generalisability of its structure allows for transferability across healthcare professions and other work-based disciplines. A multi-site cross-sectional study utilising convenience sampling across a diverse range of placement settings was conducted. Physiotherapy students, practice educators and practice tutors were surveyed on their experience and perceptions of the 5MFF. Findings indicate strong agreement in relation to ease of use, speed of completion and the form’s ability to structure and provide timely feedback. Results support its capacity to encourage feedback prioritisation, identify strengths and weaknesses, direct learning, modify behaviours and facilitate the achievement of goals and objectives. Through facilitating collaborative dialogue the 5MFF supports the feedback conversation through raising awareness of student challenges or practice educator and tutor concerns. Utilisation of the 5MFF during physiotherapy clinical education supports effective feedback delivery and enables a positive feedback process.

Keywords:

• Work-based learning
• clinical education
• student feedback
• feedback tool

Acknowledgements

We would like to sincerely thank all of the students, practice educators and practice tutors who took the time to complete our questionnaire. Their comments provided really valuable insight into the usability, utility and impact of the 5MFF as a feedback tool.

Disclosure statement

The authors report no declarations of interest.

Additional information

Notes on contributors

Emer O’Malley

Emer O’ Malley is a practice tutor and senior Physiotherapist in St. Columcille’s Hospital, Loughlinstown, Dublin, Ireland and adjunct lecturer with University College Dublin, Ireland. Her research to date has centred on the feedback process, creating positive learning environments, telehealth and the student pathway within the clinical environment. She has also published widely in the specialist area of obesity assessment and management.

Anne-Maria Scanlon

Anne-Maria Scanlon Anne-Maria Scanlon works in Tallaght University Hospital, Dublin, Ireland as a practice tutor in Physiotherapy. Her research interests centre on the impact of positive and supportive environments on student learning, in particular utilising strategies to facilitate particularly those living with physical and mental health disabilities. Her clinical interests include in-patient rehabilitation, care of older adults and persons with cognitive impairments.

Lucy Alpine

Lucy Alpine is the Physiotherapy practice education coordinator in the Discipline of Physiotherapy, Trinity College Dublin, Ireland. She is passionate about clinical supervision models, placement assessment, innovative strategies that support student learning and factors that motivate healthcare professionals as practice educators. Her research interests also include hip fracture and orthopaedic surgery outcomes.

Sinéad McMahon

Sinéad McMahon is the Physiotherapy practice education coordinator in the UCD School of Public Health, Physiotherapy and Sports Science, Dublin Ireland. Her programme of research centres on education, curriculum design and development. Her main research area focuses on student physiotherapist work-based learning, having extensively investigated the cycle of competence model, core competencies requirements and clinical placement specialisation and location.