. Himashree Bhattacharyya; . Jayant Vagha; . Gajendra Kumar Medhi; . Star Pala; . Happy Chutia; . Parash Jyoti Bora; . Vizovonuo Visi
Volume 10, Issue 10 , October 2020, , Pages 1-6
Abstract
INTRODUCTION: Feedback is an important part of the assessment process. However, one‑to‑onestructured and constructive feedback to the students is not practiced mostly due to lack ...
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INTRODUCTION: Feedback is an important part of the assessment process. However, one‑to‑onestructured and constructive feedback to the students is not practiced mostly due to lack of practiceand feasibility issues. The present study was conducted to understand the perception of studentsand faculty toward one‑to‑one structured feedback.METHODOLOGY: All the 3rd MBBS professional students were included in the study. An orientationwas 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. Aftercompletion of the assessments, a one‑to‑one structured verbal feedback was given to all thestudents. Thereafter, faculty and student’s perception on the feedback process was obtained throughquestionnaires. 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 receivedfrom all the students regarding the feedback. Nearly84.34% of the students acknowledged thatfeedback is important for understanding their mistakes, 92.84% of the students responded positivelythat feedback helps to build a good rapport with the teacher, and 92.85% of the students reportedthat 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 motivatedto give feedback to the students after the hands‑on experience. However, only 20% of the facultyagreed 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 highlightthat the students are receptive toward feedback provided it is structured, constructive, and helpsthem to achieve their learning goals.