King Saud bin Abdulaziz University for Health Sciences , Saudi Arabia.
Med Teach. 2014 Apr;36 Suppl 1:S17-23. doi: 10.3109/0142159X.2014.886009.
This study aims to report undergraduate medical students' evaluation of the frequency and the quality of feedback received on their clinical performance during their clerkships.
This is a prospective observational study with a cross-sectional design including students from two cohorts (fifth and sixth years). In a structured interview, a questionnaire was used to report students' perception on feedback.
In all, 53.3% and 66% of the students (fifth, sixth years, respectively) had rarely received feedback from clinical teachers, and only around 18% of them had corrective feedback during patient encounter. Students rated feedback on domains of communication skills with patients, and investigations requested as poorly acknowledged. Students appreciate the impact of feedback, however, 85% and 94% of them (fifth, sixth years, respectively) had poor feedback seeking attitude. The overall process of feedback was rated by the two cohorts collectively as 43.6% poor and 24.5% fair.
Results demonstrate that feedback on students' clinical performance is often not forthcoming and when offered it is deficient and fails to concentrate on the development of different clinical skills. This highlights the critical challenges that need to be addressed by teachers, medical education unit and all hospital departments in order to enhance giving effective and structured feedback to medical students during clerkships. Results also raise the extreme need for the establishment and enhancement of a culture that supports feedback among all levels of clinical supervisors.
本研究旨在报告医学生对实习期间临床表现反馈的频率和质量的评价。
这是一项前瞻性观察研究，采用横断面设计，包括两个队列（五年级和六年级）的学生。在结构化访谈中，使用问卷报告学生对反馈的看法。
在所有学生中（五年级和六年级分别为 53.3%和 66%）很少收到临床教师的反馈，只有约 18%的学生在与患者接触时得到纠正性反馈。学生对与患者沟通技巧和要求的调查等领域的反馈评价较差。然而，学生们重视反馈的影响，但是，分别有 85%和 94%（五年级和六年级）的学生寻求反馈的态度较差。两个队列的学生对反馈的总体过程的评价分别为 43.6%较差和 24.5%公平。
结果表明，学生临床表现的反馈通常不及时，而且提供的反馈不足，未能集中精力培养不同的临床技能。这突显了教师、医学教育单位和所有医院部门需要解决的关键挑战，以在实习期间为医学生提供有效的结构化反馈。结果还提出了在各级临床监督者中建立和加强支持反馈文化的极端需求。
