Feedback provided by clinical teachers during undergraduate medical training: A Sri Lankan experience

Abstract

Introduction: Feedback reinforces good practice, identifies deficiencies and directs the learner to narrow the gap between actual and desired performance thus, playing a crucial role in the development of competence in medical training. However, feedback if not carefully handled can result in de-motivation and deterioration in performance. It is believed that culture plays an important role in the way behaviours are valued and tolerated in educational settings. Aim: To explore perceptions of Sri Lankan medical graduands on feedback received from teachers during clinical training. Method: The study was conducted on a single intake of medical graduates after release of final MBBS results, ensured maximum variation sampling by including students from high, average and low performance categories. Participation was voluntary. Interviews were conducted using a short interview guide, transcribed and themes identified. Results: 21 interviews were conducted. There were eight, six and seven volunteers from the high performing, average and poorly performing groups respectively. 63% were male. Positive experiences encompassed; trainer taking a balanced approach to feedback by acknowledging good practices while indicating negative aspects, providing an emotionally supportive environment, clear articulation, offering focused learner support and motivating the learners through encouraging words and support to realize their potential. Negative experiences encompassed fault finding, biased nature and indiscreet behaviour of the trainers. Conclusion: Sri Lankan medical graduands have experienced desirable and undesirable teacher behaviours during feedback episodes. Accurate conceptualization of ‘feedback process’ among clinical teachers and proactive measures to enhance the skills of teachers on giving feedback is needed.