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The role of feedback between teachers and students in higher education is well established. The global COVID-19 pandemic has undoubtedly impacted on how this feedback is delivered. The aim of this SIG is to discuss the impact of the pandemic on feedback processes and identify examples of best practice that will be maintained post COVID-19.
The SIG will address different aspects of feedback during the COVID-19 pandemic: i) What type of feedback do you consider is best in enhancing student learning experience, and why? ii) How do you deliver different types of feedback for current assessments/activities? iii) How has student reflection on feedback received changed? iv) How has technology influenced the provision of feedback for students to enhance the learning process?
Qualitative data will be collected from each of the above four groups. The findings will be analysed with particular emphasis on how practices have changed as a result of the COVID-19 pandemic and subsequently reported.
This SIG on feedback practice in COVID-19 aims to:
- Determine the different types of feedback delivered to students by teachers
- Identify teacher perceptions of how students reflect on feedback given
- Define the impact of newly adopted technologies on student feedback and enhancement of learning
- Ascertain examples of ‘best practice’ for feedback processes and how these will be maintained post COVID-19
Associate Clinical Professor (Teaching), Deputy Director of the Restorative Dental Practice, UCL Eastman Dental Institute.
Associate Clinical Professor (Teaching) Peter Fine is Deputy Director of the Restorative Dental Practice programme at UCL Eastman Dental Institute, with particular responsibility for the MSc research students. He is also responsible for running the Sports Dentistry-Oral Health in Sport Master’s degree, the first of its kind. Peter has 40 years’ experience of general dental practice and has been a teacher at the Eastman for 13 years. He obtained his PhD in 2017 following completion of a part-time study looking at the impact of changing confidence on postgraduate students studying for an MSc. Peter has supervised over 60 MSc students and has published studies on educational themes within postgraduate dentistry. His current research interests include feedback, confidence and the link between oral health and performance enhancement in elite athletes. He received the Association of Dental Education in Europe (ADEE) Mature Career Dental Educator Award in 2019.
Professor of Dental Education and Head of Continuing Professional Development, UCL Eastman Dental Institute, Dean of the Faculty of Dentistry at the Royal College of Surgeons in Ireland.
Professor Albert Leung is Professor of Dental Education and Head of Continuing Professional Development at UCL Eastman Dental Institute, UK. He is also the Dean of the Faculty of Dentistry at the Royal College of Surgeons in Ireland.
Albert is Academic Lead and Chief Examiner in Clinical Skills (Dental Manikin) for the UK General Dental Council’s Overseas Registrations Examination (ORE). He has supervised over 70 MSc dissertations at UCL Eastman Dental Institute and has a strong academic practice and assessment profile in four continents with the Royal College of Surgeons in Ireland. He leads an extensive and innovative change portfolio. He presents and publishes his pedagogic work widely.
Albert received the Association of Dental Education in Europe (ADEE) Mature Career Dental Educator Award in 2017.
Director and Head of the University of Portsmouth Dental Academy, UK
Professor Chris Louca is Director and Head of the University of Portsmouth Dental Academy, UK. He is responsible for the undergraduate and postgraduate education of dentists, dental therapists, dental hygienists and dental nurses, with a strong emphasis on intra-and inter-professional learning. Chris has over 30 years’ experience of teaching, research, innovation and international accreditation/consultancy in dentistry. He has supervised several PhD and over 80 MSc students and has led the development of several new and innovative degree and non-degree based courses for dentistry. He presents his work regularly at international conferences and has published widely. He received the Association of Dental Education in Europe (ADEE) Mature Career Dental Educator Award in 2015.
Associate Researcher, University of Brescia, Italy
Ingrid Tonni holds an Associate research position at the Dental School of University of Brescia in Italy, where she works in the orthodontic and gnathological departments and she has the assignment: "Orthodontic management of patients with cleft lip and palate". She obtained her PhD in 2011 following completion of a part-time study programme at Cardiff University looking at the development of agreed learning outcomes and the associated use and perceived value of a reflective E-Portfolio in a Specialist Orthodontic Training Programme. She has been a teacher at the the Dental School of University of Brescia in Italy for more than 10 years, supervising undergraduate and postgraduate students. She received the Association of Dental Education in Europe (ADEE) Young Career Dental Educator Award in 2015. She presents her work regularly at national and international conferences and is author of several publications. Ingrid Tonni’s current research interests include education (assessment and feedback), orthodontics, asymmetry, gnathology, and Juvenile Idiopathic Arthritis.