Alruzaihan Abdulaziz M, Ashour Abdulrahman K, Almahmoud Turki E, Alsaif Saif F, Mohamed Eman R, Almulhem Manahel A, Al Elq Abdulmohsen H, Zeeshan Mohammad
Department of Medical Education, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
J Family Community Med. 2025 Jul-Sep;32(3):239-245. doi: 10.4103/jfcm.jfcm_277_24. Epub 2025 Jul 14.
Effective feedback is crucial in medical education as it assists in the evaluation of student's performance and bridges the gap between observed and intended performance. Objective of this study was to evaluate medical students' perspectives on effective feedback at the College of Medicine at Imam Abdulrahman Bin Faisal University in Saudi Arabia and identify the factors that affect the successful delivery of feedback.
This cross-sectional study included all the medical students. Data was collected using a validated questionnaire which measured students' perceptions using a 5-point Likert scale. The study focused on four domains: feedback practice, influencing factors, instructor skills, and student preparation. Students were invited to participate by filling a Google-Forms-based online questionnaire accessible using a QR code shared by the researchers. Data were classified, tabulated, and analyzed using SPPS version 26.
Out of 1216, 510 students filled the questionnaire yielding a response rate of 41%. The majority (57.8%) perceived the feedback delivered negatively with an overall mean score of 29.7/60 (57.8%), a minority (1.6%) perceived it positively, and the remainder (40.6%) had a neutral perception. Based on domains, the students' preparation for feedback was the highest, whereas feedback practice was rated as the lowest. Further, the perception decreased as the academic year progressed, with students in the pre-clinical years having a more favorable perception than students in the clinical years.
Although the overall mean score for receiving effective feedback was negative, students' readiness to receive it showed a high mean score. This should prompt educators to employ more specific and timely feedback techniques. The study findings also show that students in preclinical years tend to have a more positive view of feedbacks though this perception declines in the clinical years. These findings could be critical in adapting feedback approaches to meet the specific needs of clinical students.
有效的反馈在医学教育中至关重要，因为它有助于评估学生的表现，并弥合观察到的表现与预期表现之间的差距。本研究的目的是评估沙特阿拉伯伊玛目阿卜杜勒拉赫曼·本·费萨尔大学医学院学生对有效反馈的看法，并确定影响反馈成功传递的因素。
这项横断面研究纳入了所有医学生。使用经过验证的问卷收集数据，该问卷采用5点李克特量表来衡量学生的看法。研究集中在四个领域：反馈实践、影响因素、教师技能和学生准备情况。通过填写基于谷歌表单的在线问卷邀请学生参与，该问卷可通过研究人员共享的二维码访问。使用SPPS 26版本对数据进行分类、制表和分析。
在1216名学生中，510名学生填写了问卷，回复率为41%。大多数（57.8%）学生认为反馈是负面的，总体平均得分为29.7/60（57.8%），少数（1.6%）学生认为是正面的，其余（40.6%）学生持中立看法。基于各个领域，学生对反馈的准备情况得分最高，而反馈实践得分最低。此外，随着学年的推进，学生的看法有所下降，临床前几年的学生比临床年的学生看法更积极。
尽管接受有效反馈的总体平均得分是负面的，但学生接受反馈的准备情况平均得分较高。这应促使教育工作者采用更具体、及时的反馈技巧。研究结果还表明，临床前几年的学生对反馈往往有更积极的看法，不过这种看法在临床年有所下降。这些发现对于调整反馈方法以满足临床学生的特定需求可能至关重要。
