Effect Of Feedback Integrated Reflection As Assessment Measure In Quality Assurance On Undergraduates’ Self-Regulated Learning Of Health Professions’ Education

Abstract

Explore the effect of feedback integrated reflection as assessment measure in quality assurance on undergraduates’ self-regulating learning of health professions’ education was the purpose of this research. Population comprised all teachers who were teaching in health sciences universities in Punjab in 2023-2025 academic session. It was descriptive research by adopting cross-sectional survey design based on constructivist paradigm in nature. Data were gathered from 35 randomly selected teachers by administering pilot tested self-developed teacher feedback practices questionnaire. After gathering data, it was organized and coded. The coded data were entered in to computer for analysis descriptive and inferential statistics was employed for analysis. After analysis it was found that teachers were currently using goal oriented feedback, process level feedback, self-regulation focused feedback, dialogic feedback, formative feedback, differentiated feedback, and feedback integrated reflection techniques. Moreover, majority of the teachers were using self-regulation focused feedback strategy and feedback integrated reflection strategy was the least adopted technique by the teachers to teach the under graduates of health profession education. It was also found that the feedback integrated reflection approach proved more effective technique to develop self-regulated learning among graduates of health professions’ education than the other traditional approaches of teaching. It was recommended that teacher of health profession education may adopt feedback integrated reflection approach of teaching to develop self-regulated learning in graduates.