文章基本信息

标题：Introduction of structured feedback for MBBS students: Perception of students and faculty
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作者：Himashree Bhattacharyya ; Jayant Vagha ; Gajendra Kumar Medhi 等
期刊名称：Journal of Education and Health Promotion
印刷版ISSN：2277-9531
出版年度：2020
卷号：9
期号：1
页码：285-289
DOI：10.4103/jehp.jehp_406_20
出版社：Medknow Publications
摘要：INTRODUCTION: Feedback is an important part of the assessment process. However, one-to-one structured and constructive feedback to the students is not practiced mostly due to lack of practice and feasibility issues. The present study was conducted to understand the perception of students and faculty toward one-to-one structured feedback. METHODOLOGY: All the 3 rd MBBS professional students were included in the study. An orientation was given to the faculty regarding the importance of feedback and how to give structured feedback. A standardized format was provided to the faculty for providing the feedback to the students. After completion of the assessments, a one-to-one structured verbal feedback was given to all the students. Thereafter, faculty and student's perception on the feedback process was obtained through questionnaires. A focused group discussion was also conducted among the students. RESULTS: A total of 42 students participated in the study out of 50. A positive response was received from all the students regarding the feedback. Nearly84.34% of the students acknowledged that feedback is important for understanding their mistakes, 92.84% of the students responded positively that feedback helps to build a good rapport with the teacher, and 92.85% of the students reported that they were satisfied with the overall experience of receiving feedback. Most of the faculty (80%) perceived that giving feedback after the assessment was a good idea. The faculty felt motivated to give feedback to the students after the hands-on experience. However, only 20% of the faculty agreed that the process of feedback was easy to carry out (mean score: 2.2 ± 1.09). CONCLUSION: The positive responses received from both the students and the faculty highlight that the students are receptive toward feedback provided it is structured, constructive, and helps them to achieve their learning goals.