Students and Faculty Perspective of Effective Feedback Analyzed in an Outcome Based Medical Education System of KSA

  • Nida Gulzar Zeb Department of Basic Medical Sciences, College of Medicine,Majmaah University
  • Nusrat Zareen Department of Anatomy, Federal Medical and Dental College, Islamabad
  • Ahmed Almutairi Department of Basic Medical Sciences, College of Medicine, Majmaah University
  • Sana Malik Department of Anatomy, Federal Medical and Dental College, Islamabad.
  • Farhat Humayun Department of Anatomy, Aziz Fatima Medical and Dental College
  • Naseer ud din Sheikh HBS Medical & Dental college
  • Kamran Afzal Department of Basic Medical Sciences, College of Medicine, Majmaah University
Keywords: Effective feedback, faculty, students, outcome based education

Abstract

Objective: To evaluate and compare the students’ and faculty’s perspectives of feedback & its values in an outcome-based medical education system.

Methods:  This was a cross-sectional, self-evaluated questionnaire-based observational study con- ducted on the students (group A) and faculty members (group B) of the College of Medicine, Majmaah University by convenience sampling technique. Prior to taking the feedback, consent was taken from the students and faculty members.  The responses were recorded on a scale of 1-5 and the data was analyzed using SPSS version (25). The relationship between categorical variables was analyzed using the Chi-square test and a p value of 0.05’ was considered significant.

Results: The questionnaire responses from the A and B groups were recorded. Three important elements were examined: efficacy, value, and the technique for recording constructive feedback. Both groups believed that positive feedback is essential. While there was agreement on various aspects, a substantial difference was also noticed between the perceptive of the two groups in a few areas. Generally, students were observed of being responsive and perceptive, but the instructor’s responded oppositely. There was a considerable disparity in the extent/quantity of input supplied. While the teachers thought it was acceptable, the students did not.

Conclusion: The observed differences between the two stakeholders could create a barrier in the effectiveness of feedback and hence the learning process. The comparison in perspective helped in to understand that students and faculty members approve and understand the effectiveness and value of feedback. Encouraging and utilizing this mode to improve learning is required to strengthen students’ education and teaching environment. There were a few conflict areas in accepting, encouraging, and utilization of feedback in the learning process. The medical education department may play a role in abolishing these conflicts to best utilize the affectivity of feedback.

Author Biographies

Nida Gulzar Zeb , Department of Basic Medical Sciences, College of Medicine,Majmaah University

Lecturer 

Dept of Physiology 

College of Medicine, Majmaah University,

AlMajmaah, KSA

 

Nusrat Zareen, Department of Anatomy, Federal Medical and Dental College, Islamabad

Head of the Department 

Department of Anatomy 

Federal Medical College , 

Islamabad 

Ahmed Almutairi, Department of Basic Medical Sciences, College of Medicine, Majmaah University

 

Head of the department

Department of Basic Medical  Sciences, College of Medicine, Majmaah University, KSA

Sana Malik, Department of Anatomy, Federal Medical and Dental College, Islamabad.

Demonstrator,

Aantomy Dept

Federal Medical College, Islamabad  

Farhat Humayun, Department of Anatomy, Aziz Fatima Medical and Dental College

 

Assistant professor,

Anatomy Department

Aziz Fatima Medical and Dental College.  Faisalabad

Naseer ud din Sheikh , HBS Medical & Dental college

 

Assistant Professor

Department of Anatomy

HBS medical college

Kamran Afzal , Department of Basic Medical Sciences, College of Medicine, Majmaah University

 

Lecturer

Department of Basic Medical Sciences, 

College of medicine Majmaah University KSA

Published
2022-08-30