The continuous feedback model: Enabling student contribution to curriculum evaluation and development


  • Leigh Hale University of Otago
  • Divya Bharatkumar Adhia University of Otago



curriculum, feedback, physiotherapy


Introduction: Evaluation of curriculum is essential to its development. Typically, curriculum evaluations are conducted by end-of-course questionnaires, often resulting in a lengthy delay in implementing improvements that no longer affect the students who completed the evaluation. This study investigated a continuous real-time curricula feedback model as a novel method more appropriate for simultaneous evaluation and improvement of our integrated physiotherapy courses than typical end-of-course evaluation.Methods: A mixed methods design involving concurrent qualitative (focus group interviews, anonymous comments in a “suggestion” box, qualitative survey comments) and quantitative (survey) approaches was used to regularly collect staff (n = 20) and students’ (n = 127) perceptions of a full-year course. Quantitative data were analysed descriptively, and qualitative responses were collated and categorised. The analysed data were fed back to staff and students in the form of a feedback report sent out via email after each module. The report incorporated a summary of the results and the changes to be actioned within the next module.Results: We found the new model to be helpful and liked by both staff and students. Students liked that they could see change as a result of their feedback. Staff felt it should be used in conjunction with the typical end-of-course evaluation, although they found the periodic student feedback reports helpful.Conclusions: The continuous feedback model, although it does not eliminate the need for a formal end-of-year quantitative evaluation, did provide useful qualitative information, a safe environment for student feedback and the opportunity to correct issues in the curriculum as they arise.

Author Biographies

Leigh Hale, University of Otago

School of Physiotherapy.

Divya Bharatkumar Adhia, University of Otago

School of Physiotherapy.


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