Postgraduate students’ perceptions of the 360-degree approach to feedback

Abstract

A study was conducted on postgraduate health science education students’ participation in a 360-degree feedback exercise, in which students received comment from the lecturer as assessor, a peer and a writing centre consultant. Students found the experience of receiving feedback from multiple sources useful. The kinds of feedback they described were analysed within the categories: lessons learnt; interaction; and the affective domain. Many of the key trends in the literature on feedback were affirmed. However, several prevailing assumptions, for example that academics do not comment on language or the use of writing conventions, were called into question by the study. The key differences between the three different sources of feedback were found to be the forms of interaction, and what these different ways of communicating and interacting made possible with regard to student learning. Recommendations for further study regarding feedback and the collaboration between disciplinary specialists and writing centre consultants are made.