Abstract

Tutorial action as part of educational development has become a requirement of the new European Higher Education Area (EHEA). Given this context, the intent of feedback between the faculty and students is to contribute to the teaching-learning model. Group work has also become another didactic tool which instructors do not generally assess through a qualitative analysis. This study probes at the perception of Occupational Therapy students who attended a required course at the University of Salamanca in Spain, with regards to tutoring feedback as a learning strategy for group work. In order to analyze this further, a cross-cutting study was conducted during two consecutive years with students enrolled in the course. The results revealed that using this type of tutorial action to provide feedback is a positive method for reporting on lessons learned. The conclusions and shortcomings of the study are also presented.

Keywords Tutorials; Feedback; Learning