ArticleJournal of education and health promotion2025
Midwifery students' perceptions of factors influencing their clinical feedback in educational clinical environment: A qualitative study.
Article in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Clinical Feedback as a Relational and Organisational Process: A Qualitative Study of Students' Experiences in Operating Room Environment.Advances in medical education and practice · 2026Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFeedback in bedside education poses numerous challenges and complexities, particularly in stressful environments such as the labor and delivery ward, where it can significantly impact the quality of learning and maternal and neonatal health. This study aims to explore the experiences of Midwifery students regarding clinical feedback in the labor and delivery ward. MATERIAL AND
methodsA qualitative study was conducted, utilizing content analysis to analyze data obtained through interviews with 18 midwifery students. Participants were selected using purposive sampling. Data collection involved semi-structured and in-depth individual interviews, continuing until data saturation was achieved. Data analysis was performed, resulting in the extraction of main categories and subcategories.
resultsThe qualitative study yielded two main categories and nine subcategories. The main categories consisted of constructive feedback, encompassing subcategories such as teacher qualifications, teacher personality, consideration of student traits, appropriate feedback, physical presence of the teacher, and positive feedback from others. The second main category was destructive feedback, which included subcategories such as negative feedback from others and inappropriate feedback during delivery, as well as the perception of inappropriate teacher behavior from the students' point of view.
conclusionThe findings of this study highlight the importance of multidimensional clinical feedback in the learning processes of midwifery students. Constructive feedback was perceived as a key factor in enhancing learning, whereas destructive feedback was found to diminish the quality of learning.
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