Shaping Learning Through Feedback: Reflections on Our Workshop Evaluation

Reflecting on the evaluation results from our workshop, I am pleased with the overwhelmingly positive response and the valuable insights gained from multiple assessment methods. We utilized the PollEv tool to assess participant learning, a standard evaluation form for structured feedback, and verbal comments during our debrief. Together, these provided a comprehensive understanding of the workshop’s effectiveness and areas for improvement.

Vibrantly coloured origami cranes made by attendees of our workshop.

The PollEv tool results indicated that all learners met the session’s learning objectives. This affirmed the effectiveness of our instructional design and the engagement strategies used. Though I feel this was well-received, in reflection, I am not certain that this e-learning tool yielded particularly interesting results in terms of our workshop's impact on the achievement of attendees' learning objectives. In general, there may have been some bias in that most attendees, as INTAPT course participants will have had prior knowledge of the topics discussed, and so I am dubious about the usability or reproducibility of our results. In the future, I think that I would more carefully consider the questions asked of participants to assess achievement of learning objectives, and perhaps consider an alternate learning tool (particularly as retrieval of participant results proved challenging). This considered, one interesting correlation did emerge from our debrief: learners who began at their preferred stage in Kolb’s experiential learning cycle reported higher enjoyment and found the origami task easier to complete (1). This insight reinforces the importance of tailoring learning experiences to individual preferences where possible. It also highlights the value of incorporating varied entry points to accommodate diverse learning styles in future workshops.

The standard evaluation form further validated our success, with an average rating of 5.00 from all eight participants. The universally positive response suggests that the workshop exceeded expectations. Participants particularly appreciated the interactive nature of the session and the integration of origami as a tool to illustrate different stages of learning. Feedback highlighted that the hands-on experience was engaging, immersive, and an effective demonstration of Kolb’s theory in action. Learners also noted the value of the PEARL framework for debriefing, a key takeaway for applying structured reflection in their own teaching (2).

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Verbal feedback from the debrief session provided additional insights. One suggestion that stood out to me personally related to my struggle to engage learners with a prescribed task during a section of the presentation. A recommendation was made to rephrase the task in alternative ways rather than repeating it when working with a group of varied backgrounds. This was an eye-opening moment, emphasizing the need for adaptability in teaching strategies. Instead of persisting with an instruction that may not resonate, I now recognize the importance of reframing prompts to better align with the learners’ perspectives. This feedback is directly applicable to my teaching practice and will guide my approach in future sessions.

One constructive critique from the evaluation suggested that while the origami activity effectively demonstrated Kolb’s cycle, there could have been more explicit connections to real-world clinical applications of teaching procedural skills. Another participant noted the importance of consistently clarifying objectives throughout the session and revisiting them to reinforce learning. These comments provide actionable areas for refinement, particularly in ensuring stronger links between theory and practical application.

Overall, this evaluation process reinforced the success of our workshop while offering valuable lessons for future improvements. The overwhelmingly positive feedback confirms the effectiveness of our approach, and the constructive suggestions provide meaningful directions for growth as educators.

References:

(1) Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7–44.

(2) Cheng, A., Grant, V., Robinson, T., Catena, H., Lachapelle, K., Kim, J., Adler, M., & Eppich, W. (2016). The Promoting Excellence and Reflective Learning in Simulation (PEARLS) approach to health care debriefing: A faculty development guide. Clinical Simulation in Nursing, 12(10), 419-428. https://doi.org/10.1016/j.ecns.2016.05.002