ArticleResearch square2024
Evaluating Instructor Feedback Practices in a Clinical Learning Environment in a Developing World Setting; a Qualitative Study.
Article in Research square, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The trial behind it
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Who cites it
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Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Feedback is an essential component in medical education. Delivering timely and relevant feedback to individual students enhances workplace-based learning. There is increasing evidence that current feedback practices are not fit for purpose. However, there's paucity of data on studies evaluating how feedback is given by tutors to students in developing countries. The study sought to evaluate the feedback practices of tutors of clinical medicine students in the facilitation of workplace learning. Methodology: It was a qualitative study design. The study was conducted at Kampala International University in Tanzania, KIUT. The study participants were clinical medicine (14) tutors and (22) third year technician certificate in clinical medicine students. Data was collected through In-depth Interviews. The transcribed data was analyzed by inductive thematic analysis. Results: This study revealed five key themes: Feedback Delivery and Approach, Feedback Timing, Feedback Content, student Engagement and Participation, Challenges in giving feedback. Most tutors provided constructive, timely, and engaging feedback. The challenges dominantly were; Students not being receptive to feedback, Individual differences. Diverse learning styles, student resistance to act on feedback. Notably, most of the students were dissatisfied with the feedback provided citing its absence, delay, inconsistency, discouraging comments, and harsh language used by certain teachers. Conclusion: Generally, the clinical tutors provided feedback that was constructive and student engaging but lacked the crucial aspect of observed performance and student reflection; hence an incomplete feedback process. Moreover, a majority of students expressed dissatisfaction with it. To improve impact of feedback on student learning and growth in clinical settings, institutions should implement Faculty Development Programmes that will provide training and support to tutors on effective feedback practices.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.