Saudi Cultural Missions Theses & Dissertations
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Item Restricted Using qualitative feedback data to support educators for providing quality feedback to the undergraduate medical students(Saudi Digital Library, 2025) Alsahafi, Akram; Kropmans, Thomas; Newell, MicheálIntroduction Assessments in medical education are essential for evaluating the competencies of future healthcare professionals. Among these, Objective Structured Clinical Examinations (OSCEs) play a pivotal role by offering a structured and objective approach to evaluating clinical skills. Despite OSCEs' widespread use, significant discrepancies between observed scores and global rating scores have emerged, raising concerns about the process of reliability and validity of these assessments. These discrepancies often lead to the provision of generic, non-specific feedback, which fails to offer students actionable guidance for improvement. This thesis investigates how qualitative feedback data can better support educators in providing actionable, high-quality feedback. This exploration includes addressing discrepancies between observed scores and global rating scores, aiming to develop a feedback system that is both specific and meaningful. This study intends to empower educators to guide undergraduate medical students toward clinical proficiency. Methods The thesis is organised into four interrelated studies, each contributing to developing a novel structured feedback tool for OSCEs. The first study, A comparative analysis of OSCE observed scores and global rating scores using a novel approach, involved a retrospective observational analysis of scoring discrepancies between these two systems. Data were collected from 1,571 anonymised undergraduate medical students across nine cohorts. Statistical methods, including ordinal regression models and raincloud plots, were employed to identify and analyse the discrepancies between observed scores and global rating scores in OSCE assessments. The second study, A retrospective feedback analysis of objective structured clinical examination performance of undergraduate medical students, utilised text-mining techniques to analyse written feedback from 1,034 anonymised OSCE performance records. R software was used to identify common descriptors in the feedback, revealing a reliance on generic and non-specific terms. Thus, the study emphasised the need for more detailed and actionable feedback. In response to the identified feedback gaps, the third study, A Systematic Review of effective quality feedback measurement tools used in Clinical Skills Assessment, systematically reviewed existing feedback measurement tools in clinical education. Databases such as PubMed, Medline, and Scopus were searched, including 14 studies. From these, ten key determinants of effective feedback—such as specificity, balance, and behavioural focus—were identified to inform the design of a new feedback tool. In the fourth study, Development and preliminary validation of a content validity index for an OSCE feedback tool in medical education , An expert panel of seven medical educators evaluated the tool's relevance and clarity across domains, including communication, task knowledge, and professionalism, and the CVI score was calculated to evaluate the structured feedback tool through the content validity index (CVI) lens, assessing its potential effectiveness in capturing and conveying essential feedback elements within the OSCE framework. Results The findings of this thesis highlighted significant discrepancies between observed scores and global rating scores in OSCEs, particularly in mid-range scoring categories, which emphasised the uncertainty in current assessment practices. Additionally, a retrospective analysis of the feedback provided to medical students revealed that much of it was generic, lacking the depth and specificity required to offer actionable guidance. The final studies introduced and validated an enhanced feedback tool, demonstrating its potential to address these gaps by providing medical students with more detailed, constructive, and actionable feedback that supports their clinical development. Discussion The identified discrepancies between observed scores and global rating scores highlight limitations of the current OSCE assessment framework. Although OSCEs remain an essential tool for evaluating clinical competencies, their effectiveness maybe may be undermined by scoring inconsistencies and generic feedback provision. These findings emphasise the need to recalibrate the feedback process, ensuring that it reflects student performance and is directive for future improvement. The introduction of a structured feedback tool offers a solution that enhances the specificity and relevance of feedback and aligns more closely with the educational goals of developing clinical proficiency in medical students. Conclusion This thesis stresses the need for a more structured, actionable feedback system within OSCEs. By addressing the identified discrepancies between observed scores and global rating scores and by introducing an enhanced feedback tool, this research can enhance the accuracy and relevance of feedback provided to medical students. The developed tool aims to bridge the gap between assessment and actionable feedback, ultimately improving the educational value of OSCEs and fostering the development of more competent and prepared healthcare professionals.22 0Item Restricted A Proposed Model of Automated, Peer, and Teacher (APT) Feedback and Its Impact on L2 Learners’ Engagement and Writing Performance Changes Over Time.(University of Southampton, 2024-12) Alsharif, Seham; Şahan, ÖzgürEnhancing the quality of teacher feedback to students' work is a challenge in L2 writing contexts, especially in Asian educational settings. L2 teachers generally have numerous responsibilities and might not have sufficient time to give focused feedback on content. This, in turn, might prevent substantial progress in L2 writing. A novel approach has the potential to solve this particular issue by combining various sources of feedback. In this context, Automated Writing Evaluation (AWE) tools can ensure accuracy, while peer feedback can address various aspects of accuracy and content. This approach frees up teachers to concentrate more on the content and ideas. Such a model, which incorporates automated, peer, and teacher feedback (APT), not only enhances writing improvement at both the surface and meaning levels, but also increases the engagement of L2 learners. This is because it goes beyond traditional feedback techniques that stretch outside the conventional red-pen corrections, fostering a far more enriching and supportive learning environment. By following a mixed-methods design utilising students’ essay writing drafts, pre-test and post-test, observation notes, focus groups, reflective journals, and post-study questionnaire, the integrated data findings suggested the following. First, the APT has decreased the feedback items/errors the students produce in their essays over time. Moreover, they become able to make longer essays with fewer errors. In addition, the APT collaboration work on L2 students’ essays was relatively successful. Although every source overlapped a little with the other at the beginning, over time, every source acted uniquely complementing the other and providing a comprehensive model for improving the L2 writing. This improvement would not be possible if the students were not engaged. Despite some influencing factors that affect certain students’ engagement with the model, the findings showed that the use of three sources facilitated a positive behavioural, cognitive, and affective engagement gradually in the L2 writing context.37 0Item Restricted Clinical Feedback in Emergency Medical Service (EMS) Education: Identifying and resolving the training needs of clinical supervisors in Saudi Arabia(Cardiff Univeristy, 2024-03) Algabgab, Mohammed Fahad; Tombs, Michal; Riley, StephenClinical supervision and feedback are crucial in Emergency Medical Services (EMS) education, as they play a significant role in enhancing the competence and professional growth of EMS students . Supporting and addressing the training needs of supervisors is essential to ensuring they can provide effective feedback and guidance. However, there is no existing literature on the specific training needs of EMS supervisors in the unique cultural context of Saudi Arabia, highlighting the need for focused research in this area. Grounded in the Clinical Performance Feedback Intervention Theory (CP-FIT), the research navigated through a comprehensive examination of clinical feedback’s perceptions, challenges, and training needs from the perspectives of both EMS students and clinical supervisors. The thesis begins with a scoping review, finding that only twelve studies specifically targeted clinical feedback in EMS education over the past two decades, highlighting its importance but also underscoring gaps in the literature. Notably, existing studies fail to explore the perceptions of clinical feedback between students and supervisors and largely focus on the general context of clinical placements, thus diluting the potential insights into feedback’s effectiveness, challenges, and impact on learning and performance. Furthermore, it notes a lack of research in EMS education, especially within Saudi Arabia. To address these gaps, the thesis delves into the perceptions of EMS students and clinical supervisors in Saudi Arabia, thereby filling a regional research void. It investigates the specific challenges in feedback provision and receipt, emphasising the training needs of supervisors, including effective communication, personalised feedback, constructive methods, emotional intelligence, feedback follow-up, technology use, understanding feedback differences, and promoting a positive feedback environment. Furthermore, the thesis employs a Delphi study to consolidate expert consensus on the best approaches to address identified challenges and needs in clinical feedback, including the particular training needs of clinical supervisors. The findings highlight the need for a structured feedback approach that considers the diverse needs and perceptions of both students and supervisors. The thesis proposes a comprehensive strategy, including tailored training programmes and quality assurance and ongoing support, to improve clinical feedback standards. This strategy aims to bridge perceptual gaps, and to foster the students’ learning and professional growth.21 0Item Restricted An investigation of AI in talent management in luxury hospitality in the UK (United Kingdom)(Saudi Digital Library, 2023-09-29) Alshalah, Zahra; Marinakou, EvangeliaAn investigation has been conducted into the implementation of artificial intelligence in the luxury hospitality sector of the United Kingdom. Digitalization is influencing the business operations of the hospitality sector from a variety of perspectives, including talent management. Managing talent is critical to the success of business operations in the luxury tourism sector, since it is a fundamental component of providing a better level of service to customers. There is no doubt that the hospitality industry is one of the largest in the United Kingdom. Hoteliers have been assisted greatly by artificial intelligence in managing their talent in recent years. Yet most human resources managers in luxury hotels in the United Kingdom are unaware of the existence of this technology, which is the reason for their slow growth. The purpose of this specified dissertation paper is to provide an in-depth analysis and discussion regarding the various challenges that various HR managers are undergoing while implementing AI technology within the hospitality industry in the UK. As well as the variety of approaches through which these challenges can be mitigated, this article discusses various ways through which all of these challenges can be mitigated. Artificial intelligence has been found to be able to facilitate the recruitment process. By doing so, Human Resources professionals have been able to reduce their workload. Additionally, it is used to train employees, make cognitive decisions, and select resumes for employment.131 0Item Restricted Exploring the Role of Technology in Formative Assessment in an International Baccalaureate Secondary School: Perspectives of Students and Teachers(University of Exeter, 2023-05-30) Alshaikh, Ahoud; Staarman, JudithAlthough technology has been available in secondary school teaching and learning practices for some time, research suggests that teachers and students in some contexts have been slow to adopt and integrate technology in formative assessment and feedback processes. This presents a challenge to advancing pedagogy in the 21st century, since the use of technology in formative assessment and feedback by teachers during the learning process is increasingly regarded as instrumental in achieving improved outcomes for students. This study used a conceptual framework that blended affordance theory, the Technology Acceptance Model from information systems research, and constructivism as learning to explore this problem and the intersection between formative assessment and technologies to reveal students' and teachers' corresponding attitudes, perceptions, use and utilisation. A mixed methods research design comprised surveys, observations, and semi-structured interviews in a London, UK secondary school context. The study highlights changes and limitations in technological affordances and the amount of teacher and student involvement and autonomy arising from their utilisation. The study found disparities and variability in the utilisation and perception of technology-assisted formative assessment and feedback among participants and discipline groups. These disparities diminished the efficacy of the teachers in measuring student progress and evaluating teaching methods using the technology, while concurrently presenting obstacles to students gaining the support they require. Therefore, the study recommends that developers focus on subject-specialist pedagogy-based and teacher-led software, while continually updating and supporting technology systems integration with teaching and assessment. Moreover, teachers should receive discipline-appropriate technology-aided formative assessment and feedback training, and students should have a technological framework to guide them in receiving and responding to teachers’ formative assessment and feedback practices. Such a holistic application should be the next aim for more effectively integrating technology in the International Baccalaureate school education system.38 0