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Abstract

Background and Purpose Students receive feedback frequently; however, professors rarely receive, solicit, or process formative feedback. This work describes an innovative method to gather midsemester feedback to inform instructional changes for student learning and course engagement. Case Description Students provided feedback regarding the class’s strengths, weaknesses, and opportunities for improvements using a modified ICF Framework. The course was the condition, lectures: the body structure and function domain, labs: the activity domain, and course participation: the participation domain. Contextual factors were student/self and instructors. A qualitative analysis occurred with inductive methods to develop themes. The themes were organized using the green, yellow, and red-light system from student consensus. Validity assurance occurred through 2-person agreement and member checking with a class presentation. Outcomes 100% of students, n=58,  participated. Green light themes were labs with community participants and course organization. Red light themes centered around students feeling a disconnection between presented material and assessments. Yellow light themes indicated mixed evidence like the pace of lectures. In the end of course evaluations, students appreciated that feedback resulted in immediate modifications. Discussion and Conclusion This was a successful method to gather and organize student feedback that resulted in modifications with enhanced student learning.

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