Structure pattern proposed and Recommendations for future improvements

Change process is complicated and is overwhelmed with challenges and resistance. Implementing a change model enhances the likelihood of

successful change. There is no limit to the need for change, but a new cycle of change can arise after evaluating the first process.

The change cycle within the organization requires collaboration between managers and administrators within the organization, those coordinating the change and those targeted by the change.

Introducing and enhancing the process of feedback within the medical education is a challenge for all the people concerned with curricula preparation. Deficient timely and efficient feedback is notable within the researcher's organization and needs continuous monitoring and improvement. TWFS after formative assessment forms a start in the way of providing this timely and effective feedback, which demands the continuous engagement of the faculty and the students in the process.

The researcher suggested that each unit coordinator introduces TWFS in the middle of each semester after a well-prepared formative assessment. Although it is an additional task and extra work, but as mentioned before, it deserves this effort. This workload can be divided on the people from different disciplines and during the session all the faculty involved will be responsible for giving and receiving the feedback from the students. In the second half of the semester, it would be the time for analysis of the feedback achieved and implementing all the necessary changes that might come up. All the changes performed will be included in the units’ reports submitted at the end of the semester.

5.8. Conclusion

Feedback plays a fundamental role during learning. When effectively and timely introduced, it has a positive impact on students' progress, which might reflect on the students' achievement and so leads to more competent graduate. It also has a positive impact on the performance of the faculty and development of the curriculum.

The TWFS represented a change project, which had applied some of the principles of effective and timely feedback. It does heavily follow the strategic organizational goal of commitment to teaching excellence, and there are remarkable sufficient indicators for more future profit regarding improving the quality of students’ learning. However, there is a need for future studies to ensure that feedback is implemented as part of the daily practice and to measure its direct effect on the students’ achievement with more caution to the students’ individual variations, opinions and motivations.

In this research, both faculty and students had a favorable opportunity to discuss their reflections on learning and examination processes and recommended the implementation of this process in different courses and units.

References

References:

Abutorabi, R. (2015). Effects of Formative Assessment on Medical Students’ Learning Outcomes in Anatomy and Histology Courses in Isfahan University of Medical Sciences. Iranian Journal of Medical Education, 15, 269-276.

Ahmady, S., Lakeh, M. A., Esmaeilpoor, S., Arab, M., & Yaghmaei, M. (2014). Educational Program Evaluation Model, From the Perspective of the New Theories. Res Dev, 3(1), 5-8.

Al Wahbi, A. (2014). The need for faculty training programs in effective feedback provision. Advances in medical education and practice, 5, 263. Almously, N., Nabil, N. M., Al-Babtain, S. A., & Abbas, M. F. (2014).

Undergrduated medical students'perceptions on the Quality of feedback received during clinical rotations. Medical Teacher, 36, S17- S23. doi: 10.3109/0142159X.2014.886009

Anders, C., & Cassidy, A. (2014). Effective organizational change in healthcare: Exploring the contribution of empowered users and workers. International Journal of Healthcare Management, 7(2), 132-151.

Ashalatha, P. R., & Deepa, G. (2012). Textbook of Anatomy and Physiology for Nurses. JP Medical Ltd.

Azzi, A. J., Ramnanan, C. J., Smith, J., Dionne, É., & Jalali, A. (2014). To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course. Anatomical sciences education.

Bain, L. Z. (2015). How Students Use Technology to Cheat and What Faculty Can Do About It. Information Systems Education Journal, 13(5), 92. Barnett, T. M. (2016). Participatory Action Research. Social Work, 61(1), 95-

95.

Bell, J. D. (2015). Teaching and Fostering Change in the Classroom, Campus, and Community. Honors in Practice, 11, 173.

Bloom, B. S. (1969). Some theoretical issues relating to education evaluation.

Educational Evaluation: New Role, New Means, 68, 26-50.

Boudett, K.P., City, E. and Murnane, R. (2005). Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, Cambridge, MA: Harvard Education Press.

Brookhart, S. M., & Nitko, A. J. (2015). Providing formative feedback. Educational assessment of students (7th ed., pp. 153¥ 165). Boston, MA:

Browne, G., Bjelogrlic, P., Issberner, J., & Jackson, C. (2013). Undergraduate student assessors in a formative OSCE station. Medical teacher, 35(2), 170-171.

Bryson, J. M. (2004). What to do when stakeholders matter: stakeholder identification and analysis techniques. Public management review, 6(1), 21-53.

Burnes, B. (2015). Understanding Resistance to Change–Building on Coch and French. Journal of Change Management, 15(2), 92-116.

Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi- experimental designs for research. Ravenio Books.

Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ 2008;13:a1961.

Cherry-Bukowiec, J. R., Machado-Aranda, D., To, K., Englesbe, M., Ryszawa, S., & Napolitano, L. M. (2015). Improvement in acute care surgery medical student education and clerkships: use of feedback and loop closure. Journal of Surgical Research, 199(1), 15-22.

Cheung, S. K., Yuen, K. S., Li, K. C., Tsang, E. Y., & Wong, A. (2015). Open textbooks: engaging education stakeholders to share learning resources. International Journal of Services and Standards, 10(4), 225-239.

Clynes, M.P., Raftery, S.E.C., 2008. Feedback: an essential element of student learning in clinical practice. Nurse Educ. Prac. 8 (5), 405e411. Cooper, C. (2015). Student performance outcomes as related to cognitive

levels of formative assessment questioning via clickers and its associated feedback (Doctoral dissertation, INDIANA UNIVERSITY).

Dahling J. & O’Malley A.L. (2011) Supportive feedback environments can mend broken performance management systems. Industrial and Organizational Psychology 4(2), 201– 203.

Davis, J. M. (2010). Early childhood education for sustainability: Why it matters, what it is, and how whole centre action research and systems thinking can help. Journal of Action Research Today in Early Childhood, (Educat), 35-44.

Derakhshan, F., Allami, A., & Ahmadi, S. (2015). Effect of Faculty Training Programs on Improving Quality of Residency Exams in 2013-2014. Research in Medical Education, 7(1), 19-26.

Dick, B. (2002). Postgraduate programs using action research. The Learning Organization, 9(4), 159-170.

du Boulay, B., & Luckin, R. (2015). Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On. International Journal of Artificial Intelligence in Education, 1-12.

Dudek, N. L., Dojeiji, S., Day, K., & Varpio, L. (2016). Feedback to Supervisors: Is Anonymity Really So Important?. Academic Medicine. Duffy, K., 2003. Failing Students: a Qualitative Study of Factors that Influence

the Decisions Regarding Assessment of Students’ Competence in Practice. Nursing and Midwifery Council, London.

English, R., Brookes, S. T., Avery, K., Blazeby, J. M., & Ben Shlomo, Y. (2006). The effectiveness and reliability of peer marking in first year medical students. Medical education, 40(10), 965-972.

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of educational research, 83(1), 70-120.

Ford, J. D., Ford, L. W., & D'Amelio, A. (2008). Resistance to change: The rest of the story. Academy of management Review, 33(2), 362-377. Fowler, P., & Wilford, B. (2015). Formative feedback in the clinical practice

setting: What are the perceptions of student radiographers?. Radiography.

Frechtling, J. A. (2007). Logic modeling methods in program evaluation (Vol. 5). Jossey-Bass.

Frye, A. W., & Hemmer, P. A. (2013). AMEE GUIDE.

Furey, P. (2014). Not Just Talk: Real Feedback. Karnac Books. Retrieved from

https://books.google.com/books?hl=en&lr=&id=_43dAwAAQBAJ&pgis=1

Gabay, M. (2015). Providing Feedback to Colleagues: A Continual Challenge. Hospital Pharmacy, 50(4), 259-260.

Gallagher, A. (2015). Giving and receiving feedback: The ethical issues. Nursing Practice Today, 2(2), 41-42.

Ghafari, R., Hassanzadeh Salmasi, S., Golanbar, P., Salek Ranjbarzadeh, F., & Saleh, P. (2015). Evaluation of the Educational Scholarship Festival over the Past Seven Years from 2008 to 2014 in Iran based on the CIPP Model. Research and Development in Medical Education, 4(2).

Gižienė, V., & Vasiliauskaitė, A. (2015). Evaluation models of investments to education: application peculiarities. Engineering Economics, 52(2).

Glowacki-Dudka, M., & Barnett, N. (2007). Connecting Critical Reflection and Group Development in Online Adult Education Classrooms. International Journal of Teaching and Learning in Higher Education, 19(1), 43-52. Harolds, J. (2013). Feedback and Rewards, Part II: Formal and Informal

Feedback Reviews. Clinical nuclear medicine, 38(2), 115-116.

Health Service Executive (HSE) (2008). Improving Our Health Services: A Users Guide to Managing Change in the Health Service Executive. HSE, Dublin.

Hill, R., & Reddy, P. (2007). Undergraduate peer mentoring: an investigation into processes, activities and outcomes. Psychology Learning & Teaching, 6(2), 98-103.

Huang, S. C. (2012). Like a bell responding to a striker: Instruction contingent on assessment. English Teaching, 11(4), 99.

Hyland, K. (2013). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39(3), 180-187.

Iskander, M. (2015). Offering effective feedback to trainees. Medical teacher, 37(1), 92-93.

John mccarthy. (2016). Edutopia. Retrieved 10 April, 2016, from http://www.edutopia.org/blog/timely-feedback-now-or-never-john-

mccarthy

Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. human relations, 67(10), 1265-1290.

Kenyon, C., Marshall, J., & Hogarth, S. (2015). Challenges of mentorship. The Practising Midwife, 18(3), 36-40.

Kim, K., Ju, H. M., & Khatun, M. (2015). A Teacher and Researcher: A Scratch on the Science Community and Meaning of Evaluation with the Research Doctoral Programs Ranking. International Journal of Philosophy, 3(4), 34-46.

Kirkpatrick, D. (1996). Great ideas revisited. Training and Development, 50(1), 54-59.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development, Prentice Hall.

Konak, A., Clark, T. K., & Nasereddin, M. (2014). Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories. Computers & Education, 72, 11-22.

Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard business review, 73(2), 59-67.

Kotter, J. P. (1996). Leading change. Harvard Business Press. Kotter, J. P. (2012). Matsushita leadership. Simon and Schuster.

Kotter, J. P., & Schlesinger, L. A. (2008). Choosing strategies for change. Harvard business review, 86(7/8), 130.