Comparative Study on Giving Feedback to MBBS Students by Two Different Techniques in Biochemistry in a Medical College in North India.

BACKGROUND

Delivering feedback to students who have just joined a new course is relevant for it may help them to understand their subject better and hence enhance their performance.

AIM

The present study aimed to provide feedback to students using two different techniques: the sandwich method and the Ask-Tell-Ask method. It also evaluated students' perceptions of the feedback and assessed the quality of the feedback provided.

MATERIALS AND METHODS

The present study was a prospective randomized study conducted in the department of biochemistry with 1-year MBBS students from August 2022 to November 2022. Students were divided into two groups based on their midterm marks: 58 students who scored more than 50% received collective feedback, while 41 students who scored <50% received feedback individually.

RESULTS

The difference in midterm marks obtained by students of the group which was provided feedback individually compared to the other group which received collective feedback was statistically significant ( ˂ 0.000). After applying the intervention, the mean marks obtained by the group who received the individual feedback increased by 12.35 ± 17.57. This lead to a decreased difference in the mean marks between both the groups although it still remained statistically significant ( = 0.0004). However, no statistical difference has been observed in the mean increment of marks based on which faculty provided the feedback as determined by the one-way analysis of variance ( = 0.8). The perceptions of students regarding the provided feedback and the quality of the feedback taken with the help of two different questionnaires revealed that 75.5% of students felt that the feedback provided was relevant and related to the topic. The feedback was provided within 2 weeks (75.3%) of conducting the test. About 75.6% of students felt that they got motivated for working hard. About 65.9% of students feel that providing feedback should be made a norm in the institute.

CONCLUSIONS

The study found that providing individual feedback increased the mean marks of students with no statistical difference in the mean increment of marks based on which faculty member provided the feedback. The students perceived the feedback as relevant, timely (provided within 2 weeks of the test), and related to their performance. They felt that the culture of delivering feedback should be made an institutional norm.