جستجوی مقالات مرتبط با کلیدواژه « ارائه بازخورد » در نشریات گروه « پزشکی »

Clinical instruction is known as the essence of education in medical sciences, while feedback delivery is a core responsibility of clinical instructors. This study aims to compare the nursing student's satisfaction and reactions to oral versus written feedback during clinical education. This is a single blinde, randomized controlled trial. A purposive sample of last semester-nursing students (n=44) was selected and randomly assigned into one of verbal or written feedback groups. Each instructor (n=3) was scheduled to teach two groups, and deliver either verbal or written feedback. Instructors were well attuned to feedback delivery sessions they would hold during their instructional tasks. Instructors were asked to give necessary feedback to the students and document the details of their reaction using the checklists designed for this purpose during the instruction period, daily and during the nine days of instruction. At the end of each instruction period, a questionnaire designed to measure the satisfaction level of feedback delivery sessions was filled out by students. The study did not show difference of satisfaction level between the oral and written feedback groups. The relationship between student's reactions and feedback type at the confidence level of 90% was significant, so that students who received oral feedback showed more severe reactions as compared to written feedback group. Students, satisfaction level in both groups was the same. There is no difference in student's satisfaction between verbal versus written feedback groups. But the number of severe negative reactions in verbal feedback group was significantly higher and this is congruent with previous studies.

Delivery of effective feedback is a remarkable criterion of effective teaching which is usually ignored in clinical teaching. This studywas conducted to determine the viewpoints of clinical students and educators about feedback delivery situation and related factors during their clinical experience. In this cross sectional descriptive analytic study, two self administered questionnaires were given to 148 students and 26 educators who were engaged in clinical experiences at least for one semester. The questionnaires consisted of three parts: Personal characteristics, a checklist for quality of feedback provision and related factors. The data were analized using SPSS version 16 with t-test, MannWithney, Spearmann and Kruskal–Wallis. There was a significant difference between the two viewpoints of the groups about feedback situation scores. All educators stated that they delivered feedback to their students while 23.65% of students stated that they didn’t receive any feedback. The majority of the two groups stated that feedback provision is necessary and expressed their willingness to increase its quantity.Moreover; there was a significant difference between scores given to oral and behavioral feedback delivery by two groups. Common feedback failiure as viewed by the two groups included: "too many students "and "different style of learning". The viewpoints of clinical students and educators about feedback delivery situation in clinical education were not the same.