Transformative Teaching Practices: Real-Time Feedback for Dynamic Classroom Engagement

<b>Background:</b> High-quality teaching is fundamental to higher education. Over time, the understanding of what constitutes quality teaching has evolved, and the concept of student feedback literacy has recently gained significant attention. <b>Purpose:</b> This descriptive cross-sectional study investigated the efficacy of a real-time feedback survey for classroom lectures. <b>Methods:</b> Forty-eight second-year nursing students enrolled in a compulsory surgical nursing course completed a survey tool assessing understanding, engagement, clarity, pace, visual aids, real-life examples, and interactive activities, at the end of each topic, and adjustments were immediately made by the lecturer in response to student feedback. <b>Results:</b> Teaching quality improved, with students reporting better understanding and fewer misunderstandings. They felt less overwhelmed and requested fewer interactive activities, visual aids, and real-life examples. However, some showed reduced interest and engagement, and felt the lectures were too fast. <b>Conclusion:</b> Real-time feedback enhanced teaching quality by allowing immediate instructional adjustments. However, finding the right balance in repetition and pacing remains essential to sustain student interest and engagement.