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Students perception towards feedback in clinical sciences in an outcome-based integrated curriculum
Tahir Ansari1, Ambreen Usmani2
1Dr. Tahir Ansari, MCPS, FCPS, MRCPI. Department of Clinical Sciences, College of Medicine, Majmaah University, 11952 Almajmaah, Kingdom Saudi Arabia.
Pakistan Journal of Medical Sciences
|July 24, 2018
Summary
Students understand feedback
Area of Science:
- Medical Education
- Student Feedback Analysis
Background:
- Feedback is crucial for learning in outcome-based curricula.
- Student focus on grades can overshadow feedback's importance.
- Perceptions and beliefs influence the understanding and utility of feedback.
Purpose of the Study:
- To explore student perceptions of useful feedback.
- To understand student beliefs regarding the purpose of feedback.
- To investigate student views on written feedback.
Main Methods:
- An analytical cross-sectional study was conducted at Majmaah University.
- Data were collected from 121 clinical-phase students via a self-structured questionnaire.
- A complete enumeration sampling method was employed.
Main Results:
- Most students (45.5%) disagreed that feedback must include marks.
- Nearly half (49.6%) felt constructive feedback was insufficient.
- A majority (62.8%) recognized feedback's two-way nature and its role in performance alignment.
Conclusions:
- Students are aware of feedback's purpose and value for improvement.
- Limited feedback leads to student frustration.
- There is a need for structured feedback mechanisms and faculty training.
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