Document Type : Original Article


1 Department of Paediatrics, Centre of Excellence for Global Collaboration, JNMC, Wardha, Maharashtra, India

2 Department of Biochemistry, NEIGRIHMS, Shillong, Meghalaya, India


INTRODUCTION: Feedback is an important part of the assessment process. However, one‑to‑one
structured and constructive feedback to the students is not practiced mostly due to lack of practice
and feasibility issues. The present study was conducted to understand the perception of students
and faculty toward one‑to‑one structured feedback.
METHODOLOGY: All the 3rd MBBS professional students were included in the study. An orientation
was 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. After
completion of the assessments, a one‑to‑one structured verbal feedback was given to all the
students. Thereafter, faculty and student’s perception on the feedback process was obtained through
questionnaires. 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 received
from all the students regarding the feedback. Nearly84.34% of the students acknowledged that
feedback is important for understanding their mistakes, 92.84% of the students responded positively
that feedback helps to build a good rapport with the teacher, and 92.85% of the students reported
that 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 motivated
to give feedback to the students after the hands‑on experience. However, only 20% of the faculty
agreed 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 highlight
that the students are receptive toward feedback provided it is structured, constructive, and helps
them to achieve their learning goals.


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