Development Strategies in Medical Education

Introduction: Although feedback is recognized as an integral part of the educational process; it has challenged the educational network complexity from one learning community to another,. Providing training programs to empower teachers and learners in this respect requires identifying educational gaps in the provision of effective feedback. Accordingly, this study is designed and implemented to evaluate quantitative and qualitative feedback in clinical education of students of Islamic Azad University of Kazerun.

Methods: This is a descriptive - analytical study that population and sample of which consists of all midwifery students experienced at least one training course of delivery (130). Data were collected by a four-part questionnaire (1- demographic information, 2- closed questions in relation to the time, method, conditions and structure of the received feedback, 3- 16 statements on a four point Likert scale in the study of received qualitative feedback from three aspects of presentation (5 sentences), compliance with educational objectives (5 sentences) and constructive feedback (6 sentences) and 4- an open question: "What factors hinder the use of feedback or has been made ineffective clinical environment feedback in your learning"). One hundred thirty questionnaires were administered to students and 120 completed questionnaires were collected. Data were analyzed using SPSS 19. Descriptive analysis and comparisons of means were used to describe data.

Results: In terms of quantity, the results showed that 72.5% of students regularly received feedback and their received feedback during the procedure in the majority of cases (75.83%) included individual (60%), oral (66.81%) and with detailed explanations (7.61%), respectively. In terms of quality, the mean score of students by providing their received feedback and their effectiveness were 2.6±0.5 and 2.7±0.75, respectively, on four point Likert scale. With the exception of six items, most students selected the option of “sometimes “to respond to quality items. In all three areas of study, students in the third year had a better assessment of their received feedback compared to fourth year students.

Conclusion: Feedback is not neglected factor in the process of midwifery education, and even desirable in quantitative terms, but qualitative terms, especially in terms of students in higher education levels, is not offered at optimal level. Although empowerment of teachers can be effective in changing students' opinion about the adequacy of feedback; it is not sufficient. This is because efforts of teachers will be futile as long as students are not capable of receiving and using feedback and do not tend towards it even if trainers to be competent in providing feedback. To achieve effective feedback in the health professions, growing of the receiver of feedback is essential.