XML The Status of Feedback Provision to Learners in Clinical Training from the Residents and Medical Students’ Perspective at Shiraz University of Medical Sciences, 2014
Interdisciplinary Journal of Virtual Learning in Medical Sciences: April 30, 2015, 6 (1); e59068
April 20, 2015
Article Type: Research Article
July 29, 2017
April 20, 2015
N , Bazrafkan
L B, Mohammadi
E . XML The Status of Feedback Provision to Learners in Clinical Training from the Residents and Medical Students’ Perspective at Shiraz University of Medical Sciences, 2014,
Interdiscip J Virtual Learn Med Sci.
Introduction: Providing learners with effective feedback during clinical training is one of the indicators of effective teaching. This study compares the views of residents and medical students on the way they receive feedback at Shiraz University of Medical Sciences. Materials and Methods: This is a descriptive–analytical study. In the present study, random sampling method was employed. The sample consisted of 50 medical students and 50 residents, whose views on the feedback were obtained as the required data. The data were collected through a valid and reliable (Cronbach's alpha = 0.84) questionnaire. The collected data were analyzed through SPSS software, version18, using descriptive (frequency and percentage index) and analytical (chi-square) statistics. Results: 46% of the students answered “always” to the option that the feedback "has generally been useful" versus 33.3% of residents who had this view. There was a significant relationship between the residents and medical students' responses to items 5, 6, 9, 10, 13, 16 and 18. Except for the item (variable) 9, the majority of participants [students and residents] chose the option "sometimes" for the items. Conclusion: This study showed that the residents and medical students in clinical education did not get feedback properly. The residents were less satisfied than the medical students with the feedback they received during their clinical training at Shiraz University of Medical Sciences.
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