Perceptions of effective professional behavior feedback: occupational therapy student voices

Area of Science:

• Occupational Therapy Education
• Qualitative Research Methods
• Professional Behavior Assessment

Background:

• Effective feedback is crucial for developing professional behaviors in healthcare students.
• Understanding student perceptions can inform improvements in educational program development.
• Current feedback methods may not fully capture student experiences or needs.

Purpose of the Study:

• To collect formative evaluation data on student perceptions of professional behavior feedback.
• To identify effective aspects of feedback for enhancing occupational therapy program development.
• To explore student beliefs, feelings, and recommendations regarding feedback policies.

Main Methods:

• Qualitative research design utilizing focus groups and semi-structured interviews.
• Data collection from baccalaureate-level occupational therapy students.
• Thematic analysis to identify key themes in student feedback.

Main Results:

• Four major themes emerged: feedback perceived as more than a formality, the importance of fieldwork integration, the necessity of faculty fairness and support, and feedback as a therapeutic process.
• Students valued feedback that was comprehensive and considered their fieldwork experiences.
• Student input highlighted a desire for fairness and support from faculty in the feedback process.

Conclusions:

• Student perceptions offer valuable insights into improving professional behavior feedback.
• Integrating classroom and fieldwork performance is essential for effective feedback.
• Educational programs should actively incorporate student voices to refine feedback mechanisms and enhance professional development.