Pharmacy students' views of faculty feedback on academic performance
Maurice Hall1, Lezley-Anne Hanna, Siobhan Quinn
1School of Pharmacy, Queen's University Belfast, 97 Lisburn Road, Belfast, Antrim, United Kingdom. m.hall@qub.ac.uk
American Journal of Pharmaceutical Education
|March 14, 2012
Summary
Student pharmacy trainees reported low satisfaction with faculty feedback, particularly on examinations. Enhancing feedback quality and quantity is crucial to align with student expectations in academic programs.
Area of Science:
- Pharmacy Education
- Academic Feedback
Background:
- Effective feedback is crucial for student academic performance.
- Understanding student perceptions of faculty feedback is essential for improving educational outcomes.
Purpose of the Study:
- To investigate pharmacy students' views and satisfaction levels regarding faculty feedback on their academic performance.
- To identify specific areas of dissatisfaction with the feedback process.
Main Methods:
- A 41-item survey instrument was developed based on literature concerning effective feedback.
- Self-administered electronic questionnaires were distributed to all undergraduate pharmacy students.
Main Results:
- A 61% response rate was achieved (343/561 students).
- Only 32.3% of students reported satisfaction with the feedback received.
- High dissatisfaction was noted regarding examination feedback, with perceived variability in feedback quality and quantity.
Conclusions:
- Inconsistencies exist in the provision of faculty feedback within the MPharm program.
- A significant gap remains between student expectations and faculty delivery of academic feedback.
- Further interventions are necessary to enhance the feedback system and improve student satisfaction.
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