Need help to reply three post.
DO NOT JUST REPEAT SAME INFORMATION, DO NOT JUST SAY I AGREE OR THINGS LIKE THAT. YOU NEED TO ADD NEW INFORMATION TO DISCUSSION.
1- Each reply should be at least 200 words.
2- Minimum One scholarly reference ( NO MAYO CLINIC/ AHA)
3- APA 6th edition style needs to be followed.
4- Each response should have reference at the end of each reply
5- Reference should be within last 5 years
Expert Solution Preview
As a medical professor, it is essential to evaluate the performance of students continuously. The feedback should be based on lectures, examinations, and assignments. It is crucial to provide students with constructive feedback so they can improve their performance. In this response, I will discuss how to give feedback to students through examinations and assignments.
Examinations can be an effective way to assess students’ knowledge and understanding of medical concepts. After grading the examination, providing students with constructive feedback is crucial to help them identify their strengths and areas for improvement. When giving feedback, it is helpful to provide specific examples and suggestions for improvement. Additionally, focusing on the learning outcomes of the examination can help students understand the purpose and relevance of the assessment. This encourages them to see the value in the knowledge they are acquiring.
It is imperative to use a positive tone while providing feedback. Using phrases like “You did a great job on this question” or “Your understanding of this concept is excellent” can motivate students to continue working hard. Additionally, providing students with an opportunity to ask questions and discuss their performance can foster a better understanding of the material, leading to further improvement.
A useful technique for providing feedback on assignments is the “sandwich” method. Start by providing positive feedback, followed by constructive criticisms, and lastly, ending with encouragement. This approach helps students build confidence while receiving guidance on how to improve.
Li, N., Xiao, Y., & Ren, Z. (2018). Feedback in Higher Medical Education: A Narrative Review. Advances in Medical Education and Practice, 9, 269-277.
Assignments are an essential tool in assessing students’ understanding and mastery of medical topics. As a medical professor, I must provide timely feedback that identifies areas for improvement and acknowledges strengths. When providing feedback, it is essential to focus on the most critical concepts covered and include supportive reasoning for any suggestions for improvement.
One way to provide feedback on assignments is to give students clear and specific criteria for scoring. This helps students understand what is expected of them and allows for more meaningful feedback based on the criteria. Additionally, feedback should be given in a way that teaches students how to recognize where their understanding is weak, encourages them to use other resources to fill in gaps, and motivates them to keep trying.
When providing feedback, highlighting the positive aspects of each student’s work can help to build rapport and encourage continued engagement as a medical student. However, this feedback should be delivered in a clear and concise manner, with particular attention paid to the areas for improvement. This will help students more easily identify the specific subjects or aspects of the assignment they need to focus on and address.
Jennings, S. (2016). The feedback sandwich revisited. BMJ Quality Improvement Reports, 5(1).
Providing feedback to medical students is a vital part of teaching and learning. Assignments and exams are an essential part of student assessment, and feedback is an essential component of the assessment process.
Feedback should be specific, clear, and actionable. Specific feedback identifies the areas that require improvement and where students have done well. It highlights the critical concepts covered in the exam and assignment and provides guidance on where the students should focus their efforts to improve their understanding of the material. Additionally, feedback can include links to relevant resources to help students develop their knowledge further.
Constructive feedback within medical education can follow the “Praise, Critique, Praise” feedback model. This model allows the professor to deliver positive feedback while highlighting areas of the exam or assignment that require improvement. It is important to frame any criticism in a positive manner to provide students with a clear direction to improve their work. Encouragement is also an essential part of feedback as it helps to build students’ confidence and resilience and encourages them to keep trying.
In conclusion, as a medical professor, it is crucial to provide timely and constructive feedback to students. The feedback needs to be specific, clear, and actionable to help students understand what they’re doing correctly and where they need to improve.
Miles, S., & Swift, L. (2014). Giving feedback to medical students: A practical guide. The Clinical Teacher, 11(5), 350-354.
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