Effect of formative feedback on human anatomy learning: a mixed-methods study on student perceptions and academic performance DOI Creative Commons

Noelia Arroyo,

Constanza Quizás,

Jorge Rubilar-Cuevas

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: March 5, 2025

Background Formative feedback (FF) is a key pedagogical tool in anatomy education, aiming to enhance learning by fostering self-regulation, motivation, and conceptual understanding. However, its effectiveness improving academic performance remains inconclusive. Objective This study investigates the impact of FF on student perceptions an undergraduate course using mixed-methods approach. Methods A convergent parallel design was employed, integrating qualitative quantitative analyses. Qualitative data from open-ended questionnaires focus groups were analyzed through thematic coding ATLAS.ti, resulting 140 initial codes, later refined into 34 themes. network constructed map students' perceptions. Quantitative analysis compared pre- post-feedback paired Student's t -tests GraphPad Prism 9.0. Results findings indicate that students perceive as beneficial for reinforcing anatomical concepts, techniques, self-regulated learning. concerns about superficiality, lack specificity, cognitive overload frequently mentioned. revealed no significant differences grades before after implementation, suggesting while valued students, it does not necessarily translate measurable gains short term. Conclusion positively impacts engagement, strategies, yet benefits may depend structure, integration assessment frameworks. Enhancing dialogic visually supported mechanisms optimize FF's education.

Language: Английский

Effect of formative feedback on human anatomy learning: a mixed-methods study on student perceptions and academic performance DOI Creative Commons

Noelia Arroyo,

Constanza Quizás,

Jorge Rubilar-Cuevas

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: March 5, 2025

Background Formative feedback (FF) is a key pedagogical tool in anatomy education, aiming to enhance learning by fostering self-regulation, motivation, and conceptual understanding. However, its effectiveness improving academic performance remains inconclusive. Objective This study investigates the impact of FF on student perceptions an undergraduate course using mixed-methods approach. Methods A convergent parallel design was employed, integrating qualitative quantitative analyses. Qualitative data from open-ended questionnaires focus groups were analyzed through thematic coding ATLAS.ti, resulting 140 initial codes, later refined into 34 themes. network constructed map students' perceptions. Quantitative analysis compared pre- post-feedback paired Student's t -tests GraphPad Prism 9.0. Results findings indicate that students perceive as beneficial for reinforcing anatomical concepts, techniques, self-regulated learning. concerns about superficiality, lack specificity, cognitive overload frequently mentioned. revealed no significant differences grades before after implementation, suggesting while valued students, it does not necessarily translate measurable gains short term. Conclusion positively impacts engagement, strategies, yet benefits may depend structure, integration assessment frameworks. Enhancing dialogic visually supported mechanisms optimize FF's education.

Language: Английский

Citations

0