Tag: feedback
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AI in physiotherapy education – Canadian Physiotherapy Association
This workshop introduces clinical instructors to state-of-the-art generative AI applications in physiotherapy education, with a focus on practical implementation strategies for educational content development. Through interactive demonstrations and guided exercises, participants will explore how AI tools can enhance their teaching practice while maintaining high educational and clinical standards. The workshop addresses three key areas: content…
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Obstacles to developing academic expertise
Developing academic expertise is challenging due to delayed feedback, unclear processes, and limited opportunities to observe experts. The post explores how academic tools and systems often lack the capacity for nuanced expression and open-endedness, making it difficult for scholars to attain virtuosity in their field and develop expert performance.
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What’s the academic version of these Steph Curry drills?
The best performers in sport have drills they use to keep improving. What do academics do to improve? What’s our version of these drills?
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Pint of Science feedback infographics
In May I presented a session for the Pint of Science event, on the topic of generative AI in society, and the organisers have just shared some feedback from the event, which I’m posting here as a record. I enjoyed the experience very much and hope to be involved in the future.
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Claude, give me feedback on my research proposal
Comments from a postgraduate student who used Claude to get feedback on a research proposal draft. Even though the student didn’t have a paid account, the response from Claude was still very useful. It commented on the proposed title, structure, sentence length, logic and flow of ideas. It recommended explaining terms and pointed to relevant…
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Building custom GPTs to provide feedback on samples of writing
Introduction “Our results show that i) ChatGPT is capable of generating more detailed feedback that fluently and coherently summarizes students’ performance than human instructors; ii) ChatGPT achieved high agreement with the instructor when assessing the topic of students’ assignments; and iii) ChatGPT could provide feedback on the process of students completing the task, which benefits…
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In Beta podcast: Assessment and learning
http://inbetaphysio.com/2023/06/29/31-assessment-and-learning/ In this conversation, Ben and I had discuss the assessment process, linking it to broader themes of learning, curriculum design, and student experience. We talk about the centralisation of assessment and explore the tensions between institutional control and the autonomy of teachers. We discuss student satisfaction and the influence of risk aversion in educational…
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Claude, help me to write
Yesterday I published a post describing my concerns with how universities are responding to the new paradigm of expertise-on-demand that’s facilitated by generative AI. At the end of that post I noted that I wrote it collaboratively with Claude, and this post describes what that process (kind-of) looked like. I also want to be clear…
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Assessment and data assemblages: Changing the world simply by ‘being’ in it
We use student achievement in tests and exams to try and make accurate predictions about their future performance but we know that this practice is neither valid nor reliable. The test environment doesn’t look like the real world environment (so it’s not valid), and the metrics we use to measure test outcomes aren’t reliable because…
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Start with kindness
There are lots of reasons why patients may not want to do the things you ask them to. For one thing, they’re usually in a hospital, which is a pretty good indicator that they’re not well. I know what I want to do when I’m not well and it doesn’t involve going to the gym.…
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Give feedback on “A critical digital pedagogy for education in the 21st century”?
Update (12-02-18): You can now download the full chapter here (A critical pedagogy for online learning in physiotherapy education) and the edited collection here. I finally managed to put together some ideas for my chapter on critical digital pedagogy in the CPN book on critical perspectives in practice. I split the chapter into 4 sections, excluding an introduction and conclusion…
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I have spread my dreams under your feet…
I try to keep this in mind whenever I give feedback.
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Providing students with audio feedback
I’ve started providing my students with audio feedback on a set of about 60 clinical case studies that they recently submitted. I was depressed at the thought of having to write out my feedback; I tend to provide a lot of detail because I almost always try to provide a rationale for the comments I’ve made. I…
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Understanding vs knowing
Final exams vs. projects – nope, false dichotomy: a practical start to the blog year (by Grant Wiggins) Students who know can: Recall facts Repeat what they’ve been told Perform skills as practiced Plug in missing information Recognize or identify something that they’ve been shown before Whereas students who understand can: Justify a claim Connect…
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Workplace-based assessment
Yesterday I attended a workshop / seminar on workplace-based assessment given by John Norcini, president of FAIMER and creator of the mini-CEX. Here are the notes I took. Methods Summative (“acquired learning” that’s dominated assessment) and formative (feedback that helps to learn, assessment for learning) The methods below into the workplace, require observation and feedback…
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Teaching and learning workshop at Mont Fleur
applied physiotherapy, assessment, clinical education, concept mapping, conceptual relationships, content, curriculum development, evaluation, feedback, graduate attibutes, healthcare education, intended learning outcomes, learning, learning outcomes, module development, mont fleur, organising knowledge, peer evaluation, phd, physiotherapy, research, rubrics, scientific method, self-assessment, solo taxonomy, stellenbosch, structured observation of learning outcomes, teaching, teaching activity, teaching and learning, workshopA few weeks ago I spent 3 days at Mont Fleur near Stellenbosch, on a teaching and learning retreat. Next year we’re going to be restructuring 2 of our modules as part of a curriculum review, and I’ll be studying the process as part of my PhD. That part of the project will also form…
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SAFRI 2011 (session 2) – day 2
“Teach” a group of colleagues about “Assessment”. Here are some notes I took in preparation for a 5 minute teaching session What is assessment? “Defines for students what is important, what counts, how they will spend their times and how they will see themselves as learners. If you want to change student learning, then change…
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Developing clinical reasoning and critical thinking
“Clinical reasoning is a process in which the therapist, interacting with the patient and significant others (e.g. family and other health-care team members), structures meaning, goals and health management strategies based on clinical data, client choices and professional judgment and knowledge (Higgs & Jones, 2000). Clinical reasoning is difficult, if not impossible to “teach” (if…
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The role of feedback in medical education
This reflection on the role of feedback in education is based on a mailing list discussion as part of the SAFRI programme, as well as on a few of the assigned readings. I thank the organisers of the session, as well as all the participants in the conversation. Guidelines for effective feedback The assigned readings…