Al Ansari Ahmed, Strachan Kathryn, Al Balooshi Shaima, Al-Qallaf Amal, Otoom Sameer
RCSI Bahrain, P.O. Box 15503, Adliya, Kingdom of Bahrain.
Arabian Gulf University, Manama, Kingdom of Bahrain.
Med Sci Educ. 2019 Dec 13;30(1):253-262. doi: 10.1007/s40670-019-00892-1. eCollection 2020 Mar.
The effect of student feedback on teaching quality has been well-documented. However, only a few studies have examined the impact of feedback on clinical teachers delivering cross-border medical education in this geographical region. The aim of this study is to investigate (i) the quality of teaching among clinical teachers in a cross-border medical education setup, (ii) the impact of student feedback on teaching effectiveness, (iii) the differences in ratings among different groups of students, and (iv) factors that improve clinical teaching.
Fifty-seven clinical teachers and 140 students participated in this study. Teachers received feedback on their performance and were allowed to reflect on them. Six months later, the teachers received feedback again. Additionally, semi-structured individual interviews were conducted with 5 selected clinical teachers working in 2 different hospitals to explore the factors that influenced clinical teaching.
Overall, nearly half of the clinical teachers ( = 25) showed a trend of greater scores in the second assessment, while most of the remaining teachers ( = 24) continued to have more or less the same score or marginal fall in the second assessment. Even though few clinical teachers demonstrated significantly lesser scores, careful observation of data showed that the mean value of the second score either remained above ( = 5) or closer ( = 2) to the cut-off value of 3.74, except one teacher who recorded the least mean score of 3.17 in the second assessment. In qualitative analysis, teachers emphasised that the student feedback allowed them to develop more effective teaching approaches and strategies.
The pattern of results suggests that the effect of student feedback on teaching quality can have multiple outcomes, mostly positive or neutral, and very rarely negative. This study also advocates that feedback can be more beneficial if strengthened by other interventions like faculty training.
学生反馈对教学质量的影响已有充分记录。然而，只有少数研究考察了反馈对在该地理区域开展跨境医学教育的临床教师的影响。本研究的目的是调查：（i）跨境医学教育环境中临床教师的教学质量；（ii）学生反馈对教学效果的影响；（iii）不同学生群体评分的差异；（iv）提高临床教学的因素。
57名临床教师和140名学生参与了本研究。教师收到了关于其表现的反馈，并被允许对此进行反思。六个月后，教师再次收到反馈。此外，对在两家不同医院工作的5名选定临床教师进行了半结构化个人访谈，以探讨影响临床教学的因素。
总体而言，近一半的临床教师（n = 25）在第二次评估中呈现出得分更高的趋势，而其余大多数教师（n = 24）在第二次评估中得分或多或少保持不变或略有下降。尽管很少有临床教师的得分显著降低，但仔细观察数据发现，除了一名教师在第二次评估中记录的最低平均分为3.17外，第二次得分均值要么保持在3.74的临界值之上（n = 5），要么更接近该临界值（n = 2）。在定性分析中，教师强调学生反馈使他们能够制定更有效的教学方法和策略。
结果模式表明，学生反馈对教学质量的影响可能有多种结果，大多是积极的或中性的，很少是消极的。本研究还主张，如果通过教师培训等其他干预措施加强反馈，反馈可能会更有益。
