%0 Journal Article
%T Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?
%A Deborah Merrick
%A Kathryn Holden
%A Lynn Bedford
%A Simon Dawson
%A Timothy Simpson
%J Higher Education Pedagogies
%D 2019
%R https://doi.org/10.1080/23752696.2019.1587717
%X ABSTRACT Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation¡¯s transience and empower a student¡¯s self-analysis. During 2016¨C17 a new 1st year module, ¡®Core Skills in Biochemistry¡¯, was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues¡¯ judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within ¡®Core Skills¡¯, and laid the foundation for further innovations currently being trialled
%U https://www.tandfonline.com/doi/full/10.1080/23752696.2019.1587717