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Challenges With Clinical Feedback Provision in Northern Malawi
Dorothy Ndekha Mbawa1,2, Alice Konyani1, Balwani Mbakaya3,4
1Department of Nursing and Midwifery, Faculty of Health Sciences, Mzuzu University, Mzuzu, Malawi.
Background:
Feedback is vital for students' learning, skill development, reflection and bridging performance gaps, contributing to high-quality care. However, evidence reveals gaps in its delivery. This study aimed to explore the challenges clinical teachers face during feedback provision in Northern Malawi.
Methods:
The study employed a qualitative approach utilizing descriptive phenomenological design. Twenty participants with 6- to 12-year clinical teaching experience were conveniently sampled. Eleven had bachelor's degrees, eight held master's degrees and one had a PhD. Data were collected through in-depth face to face interviews and manually analysed using thematic analysis according to Braun and Clarke's six phase framework.
Results:
The study identified three main themes in providing feedback: (1) clinical teacher challenges, (2) student challenges and (3) clinical facility challenges. Clinical teachers reported time constraints, large student numbers, lack of formal training and insufficient faculty support. Students' fear and poor attitudes were highlighted along with poor infrastructures for effective feedback delivery.
Conclusion:
Addressing the identified challenges requires multifaceted approaches, such as formal feedback orientation programmes, standardized feedback rubrics and improved collaboration between colleges and hospitals. These targeted interventions will enhance the feedback process and improve students' clinical competency, ultimately improving the quality of patient care postgraduation.
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