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This study evaluates a workshop aimed at improving faculty's ability to give constructive feedback to students.

Helping students bridge their cognitive competence gap: Effectiveness of a faculty development workshop on ‘giving feedback’. A mixed methods study

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Mixed methods study shows improved student performance and awareness of learning gaps through faculty feedback workshops.

This study evaluates a workshop aimed at improving faculty's ability to give constructive feedback to students.
Conducted a mixed-method study with a feedback training workshop for faculty.
Used the Kirkpatrick model to assess workshop effectiveness.
Involved 62 undergraduate students who received feedback based on their performance in assessments.
Collected reflections from both students and facilitators to identify themes and satisfaction indices.
Facilitators reported satisfaction with the training and feedback processes.
Significant improvement observed in student performance post-feedback, especially in lower-scoring students (group A).
93.5% of students found the feedback helpful for identifying learning gaps and wanted ongoing feedback sessions.

Raj et al. (2026) studied this question.

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