Alrebish Saleh Ali
Department of Medical Education, College of Medicine, Qassim University, Saudi Arabia.
Int J Health Sci (Qassim). 2018 Mar-Apr;12(2):31-36.
Students' feedback is an essential source of data for evaluation and improvement of the quality of education. Nonetheless, feedback may be routinely practised for accreditation purposes, and it is considered as a ritual employed by students, which makes its effectiveness questionable. The aim of this study is to explore and analyze the students' perceptions about the importance of feedback and the barriers for effective feedback and suggest proper ways to overcome these barriers.
This cross-sectional, anonymous, questionnaire-based study was conducted in the College of Medicine, Qassim University. A total of 299 medical students, composed of 185 male and 114 female, from different levels during December 2015 participated. Mean value, standard deviation, and proportion were used to quantify the quantitative and categorical study and outcome variables.
47% of students responded to the questionnaire with more participation of juniors and females. Half of the students believed that feedback is not important and agreed for the presence of barriers for effective feedback. 5 level students exhibited higher resistance for participation in feedback, and there was a significant difference between male and female students. Promisingly, most of the participant did not believe the presence cultural barrier for feedback.
Saudi medical students are willing to involve in effective feedback. Some barriers that make feedback practised as tokenistic is present. They can be overcome through proper orientation and appropriate closing the loop with response to the feedback declared to students. Further investigation is needed to explore barriers to feedback in higher education settings and help designing an approach to enhance the effectiveness of feedback on a national level.
学生反馈是评估和提高教育质量的重要数据来源。然而，反馈可能只是为了认证目的而例行进行，被认为是学生走过场的一种仪式，这使得其有效性受到质疑。本研究的目的是探索和分析学生对反馈重要性的看法以及有效反馈的障碍，并提出克服这些障碍的适当方法。
这项横断面、匿名、基于问卷的研究在卡西姆大学医学院进行。2015年12月，共有299名医学生参与，其中包括185名男生和114名女生，来自不同年级。均值、标准差和比例用于量化定量和分类研究及结果变量。
47%的学生回复了问卷，其中低年级学生和女生参与度更高。一半的学生认为反馈不重要，并认同存在有效反馈的障碍。五年级学生对参与反馈表现出更高的抵触情绪，男女生之间存在显著差异。令人欣慰的是，大多数参与者认为不存在反馈的文化障碍。
沙特医学生愿意参与有效的反馈。存在一些使反馈流于形式的障碍。可以通过适当的指导以及对学生所宣称的反馈做出回应来适当闭环，从而克服这些障碍。需要进一步调查以探索高等教育环境中反馈的障碍，并帮助设计一种在国家层面提高反馈有效性的方法。
