The Perceptions and Attitudes of Undergraduate Healthcare Sciences Students of Feedback: A Qualitative Study

Alfehaid, Lama; Qotineh, Amenah; Alsuhebany, Nada; Alharbi, Shmylan; Almodaimegh, Hind

doi:10.1016/j.hpe.2018.03.002

Cited by 12 publications

(9 citation statements)

References 14 publications

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“…It also helps learners to clarify their learning goals and to have insight into actual performance and consequences. 26 The reasons can be due to limited time and busy schedules, 27 lack of training to the feedback provider 25 and large class size 14,23 Thus, the awareness of the importance of feedback should be created and provision of training to provide effective feedback to enhance its quality. However, it was observed that the clinical students appreciated the feedback that they received and made use of it compared to preclinical students.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate Students’ Perception on Assessment Experience in a Malaysian Medical School: Comparison among Gender, Ethnicity and Phase of Study

Adam

Mazlan

Selvakumar

et al. 2021

imjm

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INTRODUCTION: It is a well-known fact that assessment influences learning and study behaviour. Assessment affects what and how students learn, either positive or negative learning behaviour. This study was aimed to determine students’ perceived assessment experience and the comparison among different gender, ethnicity, and phase of the study. MATERIALS AND METHODS: This is a cross-sectional study. Assessment Experience Questionnaire (AEQ) version 3.3 was distributed to 324 undergraduate medical students of Universiti Putra Malaysia. The AEQ score among different gender, ethnicity, and phase of the study was compared using independent t-test and one-way ANOVA. RESULTS: Female students were found to develop a surface approach to learning, learn new things from the assessment, and be satisfied more with the teaching compared to males. Chinese students tended to put higher effort into learning compared to Malay. Clinical students valued more the feedback received and had clearer goals and expectations for their work than preclinical students. However, preclinical students tended to put a higher quantity of effort, learn wider coverage of syllabus and develop a surface approach of learning than clinical students. The respondents commented that feedback is lacking and suggested having more feedback sessions with their teachers after assessment. CONCLUSION: There were different assessment experiences and learning found among different gender, race, and phase of the study. These may affect their academic performance and are probably due to the curriculum setting. Understanding student assessment experience and its impact helps the faculty to improve the assessment structure for a conducive assessment environment and meaningful learning experience for the students.

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Section: Discussionmentioning

confidence: 99%

Undergraduate Students’ Perception on Assessment Experience in a Malaysian Medical School: Comparison among Gender, Ethnicity and Phase of Study

Adam

Mazlan

Selvakumar

et al. 2021

imjm

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“…Hence, online learning at home may well be proving difficult for some student paramedics where this disruption of routine is requiring them to potentially employ more cognitive willpower to attend and engage in online learning sessions. A 2018 study demonstrated healthcare students felt they greatly benefitted from doing real-time scenarios and receiving constructive feedback from classmates and academic staff in practical sessions (5). A lack of these face-to-face practical sessions presents a learning disruption to the development of student paramedics.…”

Section: Teaching and Learningmentioning

confidence: 99%

Pandemic Pupils: Covid-19 and the Impact on Student Paramedics

Perkins

Kelly

Dumbleton

et al. 2020

Australasian Journal of Paramedicine

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“…However, for feedback to be of value, observing nursing students whilst in clinical practice is a pre-requisite (Burgess & Mellis 2015 :373–381). Feedback entails delivering information to students with the purpose of reducing the discrepancy between their current and desired performance (Alfehaid et al 2018 :186–197). According to Burgess and Mellis ( 2015 :373–381), the provision of feedback to students in clinical practice offers a valuable method of enriching the students’ learning experiences.…”

Section: Introductionmentioning

confidence: 99%

“…In a study conducted in Saudi Arabia to evaluate undergraduate health science students’ perceptions and attitudes of feedback, where nursing students were included, findings revealed that there are barriers to the provision of constructive feedback such as busy schedules, lack of communication skills amongst feedback providers and a large number of students. In addition, health science students were exposed to negative feedback practices such as comparing students, nonstandardised and irrelevant feedback (Alfehaid et al 2018 :373–381). Moreover, health science students perceived feedback given in clinical settings as too generic and ill-timed (Fowler & Wilford 2016 :16–24).…”

Section: Introductionmentioning

confidence: 99%

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Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia

Nuuyoma

2021

Curationis

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Background: Feedback was the backbone of educational interventions in clinical settings. However, it was generally misunderstood and demanding to convey out effectively. Nursing students were not confident and did not feel free to practise clinical skills during practical placements because of the nature of the feedback they received whilst in these placements. Moreover, they experienced feedback as a barrier to completing practical workbooks.Objective: The purpose of this article was to report on a qualitative study, which explored nursing students’ perceptions of the feedback they received in clinical settings, at a district hospital.Method: This study was conducted at a district hospital located in southern Namibia. An explorative qualitative design with an interpretivist perspective was followed. A total of 11 nursing students from two training institutions were recruited by purposive sampling and were interviewed individually. All interviews were audio recorded with a digital voice recorder followed by verbatim transcriptions, with the participants’ permission. Thereafter, data were analysed manually by qualitative content analysis.Results: Themes that emerged as findings of this study are feedback is perceived as a teaching and learning process in clinical settings; participants perceived the different nature of feedback in clinical settings; participants perceived personal and interpersonal implications of feedback and there were strategies to improve feedback in clinical settings.Conclusion: Nursing students appreciated the feedback they received in clinical settings, despite the challenges related to group feedback and the emotional reactions it provoked. Nursing students should be prepared to be more receptive to the feedback conveyed in clinical settings.

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The Perceptions and Attitudes of Undergraduate Healthcare Sciences Students of Feedback: A Qualitative Study

Cited by 12 publications

References 14 publications

Undergraduate Students’ Perception on Assessment Experience in a Malaysian Medical School: Comparison among Gender, Ethnicity and Phase of Study

Undergraduate Students’ Perception on Assessment Experience in a Malaysian Medical School: Comparison among Gender, Ethnicity and Phase of Study

Pandemic Pupils: Covid-19 and the Impact on Student Paramedics

Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia

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