Author / Presenter :  Tony Paget, Judy Jenkins, Jodie Croxall and Anthanasios Anastasiou
Session: Poster

The MSc in Health Informatics, situated within the School of Medicine at Swansea University, has been running since 2001. From its very inception to the present day, the student experience and by association student satisfaction, has been of paramount importance from an educational viewpoint. The course has been designed to be dynamic, vibrant and reflect current trends in pedagogy, offering e-learning and blended learning as standard in order to engage and maintain student interest and progress in a post graduate study environment.

One factor which impacts considerably on student progress is feedback from assessment. It was noted that there was a relationship between continuing academic improvement and student engagement with the entire marking process. The course utilises Turnitin for all submissions, and early adoption of the system has enabled lecturers to become familiar with the tools and reports that it offers. One such tool is the ability to see which students have accessed the system, and whether or not they have opened and read the marking comments and feedback. Thus a benchmark was established, and from this the team were able to extrapolate details of students who were not participating fully and failing to read the marking comments and detailed feedback within the text of each document and were instead becoming “mark fixated”. In order to tackle this, a Response to Feedback form was designed, which is deliberately simple and easy to complete to encourage participation in the scheme. Students are asked to identify for themselves, areas needing attention for future submission, based on careful scrutiny and reflection on markers feedback. The contents of the form are then discussed at the next personal supervision appointment, and filed in the student record.

Evaluation of the Response to Feedback (RtF) system has proven thus far that it is easy to administer, popular with students, (as it represents active learning and aids development), and will be cascaded throughout the portfolio of teaching schemes within the Health Informatics team. Further analysis from this roll out of the RtF will determine its longer term effectiveness as a method of enhancing assessment.