WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

Abraham R. M.* and Singaram V. S.

ABSTRACT

Feedback to clinical learners about their performance is crucial to their development into competent clinicians yet clinicians who have little or no formal training for this aspect of their teaching role provide most feedback. Effective feedback of clinical skills is dependent on direct observation of task performed and several factors such as type, content, quality, timing, clarity, complexity and language used. Limited research in clinical training has focused on the multicultural medical students? perceptions of feedback and its? influence on the students? learning. Student?s satisfaction with clinical teacher?s feedback on their clinical performance received during directly observed clinical skills formative assessment session was evaluated. Questionnaire with both qualitative and quantitative items was administered to third year medical students. Quantitative data was statistically analysed and the qualitative data was thematically analysed. Response rate: 95% - students. Average scores for the items measured varied between 1.87 and 5 (1- negative to 5 - positive). Majority of the students reported that feedback informed them of their level of competence and learning needs, motivated them to improve on their skills and significantly improved their participation in patient-centred learning activities; however students were concerned about the lack of standard and structured assessment criteria and inconsistency in teachers? feedback. No statistical difference (p<0.05) was found between the mean ratings of the items based on demographic and academic differences. To standardise and enhance consistency of giving feedback by clinicians and establish a culture that supports feedback at all levels of clinical training.

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