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Students' descriptive feedback was both initiating and validating longitudinal course implementation.
Seven main themes emerged in the analysis of students' descriptive evaluations.
An eagerness for professional training was evident in students' descriptive evaluations.
Students' descriptive evaluations and records of course documentation presented a very rich and varied material.
The pattern of correspondence indicates that students' descriptive evaluations had an impact on course development.
A corresponding pattern between students' descriptive evaluations and key features of course development was found.
Students' descriptive evaluations and course records can be seen as important instruments in developing both courses and students' learning.
In conclusion, students' descriptive evaluations and can be seen as important instruments in developing both courses and students' learning.
The third step analyse the correspondence between students' descriptive evaluations and key features of course development over five years.
Students descriptive feed-back was both initiating and validating a longitudinal process of course development and implementation.
Main themes of students' descriptive evaluations and key features of course development are brought together and depicted in Table 4.
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