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Abstract

Researchers confirmed that the use of feedback assists with the improvement of students’ confidence and performance. Multiple studies focus on the provision and acceptance of feedback; however, it was not known if, or how, students internalized the feedback to apply it successfully. Since there is a difference between providing feedback and the interpretation of its true message, this phenomenon was studied to add empirical knowledge regarding students’ feedback interpretation. This qualitative study explores the perceptions of how students interpret information received from Level II fieldwork educators and what meanings students attributed to the feedback. The use of phenomenological methodology guided the collection of information-rich data through reflective statements and semi-structured interviews. Twenty-three occupational therapy and occupational therapy assistant graduates volunteered to participate in the interviews. Verbatim transcripts were coded to identify themes and patterns. Participants identified indicators verifying the correct application of feedback, as well as situations affecting the interpretation and application of feedback provided during an experiential learning opportunity. The findings facilitate guidance for educators and students to understand factors that could affect feedback application.

Biography

Karen Snyder, PhD, OTR/L has a PhD in Education from Walden University. She is the director of the Doctor of Occupational Therapy Program at University of St. Augustine. She has educated students attending associates through post-professional doctoral occupational therapy programs. She has authored materials presented internationally, nationally, and at local conferences focused on autism, online learning, accreditation, and occupational therapy.

Declaration of Interest

A minimal internal grant was provided by the University of St. Augustine for Health Sciences to cover transcription, travel and mailing costs.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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