title: Developing effective assignment feedback for an interprofessional learning module-An action research project.
abstract: BACKGROUND
  The first year interprofessional learning module at University Campus Suffolk (UCS) is delivered to 300 students and the students' assignments are marked by 20 members of staff from different health and social care professions. We were keen to find a way to reduce any inconsistencies and work with both staff and students to ensure that the essay and subsequent feedback were useful for all involved.
  
  
  OBJECTIVE
  The aims of the project were to evaluate the current marking process and feedback sheets used for year one inter-professional learning (IPL) marking, and to develop an appropriate marking tool and feedback sheet that would enable markers to provide more consistent feedback to the students.
  
  
  METHODS
  Participatory action research was used with both students and staff members being involved. Focus group and questions were used to ascertain views about the assignment feedback.
  
  
  CONCLUSIONS
  The feedback from this action learning project helped us to enhance the feedback for students. There was also an increase in engagement with the assessment and feedback process amongst both staff and students.
authors.affiliation: Department of Health Studies, University Campus Suffolk, United Kingdom.
authors.forename: Ruth
authors.initials: R
authors.lastname: Strudwick
authors.affiliation: Department of Health Studies, University Campus Suffolk, United Kingdom.
authors.forename: Jane
authors.initials: J
authors.lastname: Day
mesh_terms: D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate; D004517:Education, Professional; D005246:Feedback; D017144:Focus Groups; D006302:Health Services Research; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D015402:Nursing Education Research; D013337:Students, Medical
keywords: Action learning; Assessment feedback; Focus groups; Interprofessional learning