Feedback in the learning process: perceptions among dental students at a Brazilian University

• Autor(a) principal: Louzada Farias, Cynthia Moura
• Data de Publicação: 2016
• Outros Autores: Cardoso, Brisa Daniele Furtado, Santos Neto, Edson Theodoro dos, Carvalho, Raquel Baroni de, Curtis, Donald A.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABENO (Online)
• DOI: 10.30979/rev.abeno.v15i3.160
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/160
• topic: Higher education. Professional training. Feedback. Learning.; Ensino superior. Formação profissional. Retroalimentação. Aprendizagem.

students in the professionalizing cycle of the Dentistry Program at Federal University of Espírito Santo (UFES), Brazil, and discussing questions regarding feedback in the teaching-learning process.  It is a qualitative exploratory study   that   adopted   semi-structured question-naires and interviews with 103 7th and 10th term dental students.  The data show that students tend to value feedback, which they see as constructive criticism to correct their activities, even though they admit that feedback efficacy and use depend on understanding the tasks, as well as on the relationship students have with professors.  We concluded that feedback is an essential part of university education.  Professors need to be involved in continued education processes and be committed to understanding and using new tools that contribute to students' pursuit of knowledge and professional training.