Abstract
Abstract: Introduction: In medical education, feedback is considered one of the main types of formative assessment. Feedback can be defined as the transmission of information by observing students in action aiming to provide improvement for the acquisition of medical skills that constitute medical professionalism. Objective: The aim of this study was to assess if there are difficulties in transmitting and receiving feedback by preceptors and students during the practical stages of medical training. Methods: This qualitative / quantitative design study involved all students who completed the internship from March 2018 to August 2019 (n = 50), as well as all preceptors responsible for the internships (n = 9) at Universidade Municipal de São Caetano do Sul. Knowledge about feedback, according to the viewpoint of students and preceptors, was assessed using adapted questionnaires with categorical and open questions. Descriptive analyses were used for the quantitative data and the content technique for the qualitative data. Results: The preceptors report that the objectives of providing feedback are to point out improvement, critical reflection, and opportunity for adjustments. Meanwhile, students report: clarification of doubts, planning for improvements and knowledge of positive points. Half of the preceptors claim to provide very frequent feedback, but students would like to receive feedback more often. Students want feedback to be constructive and private. Half of the preceptors find it difficult to give negative feedback; however, 60% of the students report handling criticism well. Conclusion: The preceptors declare to have knowledge of and know about the objectives of giving feedback; however, they have difficulties communicating it, especially when it involves criticisms for the correction of behaviors and attitudes. The students accept criticism and would like feedback to be conveyed more often in the practical stages. It is necessary to improve the process of providing and receiving feedback.
Highlights
In medical education, feedback is considered one of the main types of formative assessment
A maioria era composta de médicos (75%), o nível de escolaridade variava de pósgraduação e residência, atingindo 75% dos docentes, a mestrado (37,5%) e doutorado (25%)
O maior percentual dos preceptores (75%) concordou ter clareza em relação aos objetivos de fornecer feedback
Summary
Percepções de docentes e discentes sobre feedback em estágios práticos no curso de medicina. Objetivo: Este estudo teve como objetivo avaliar se há dificuldades de transmissão e recepção de feedback pelos preceptores e estudantes durante os estágios práticos do curso de Medicina. Método: Este estudo de delineamento misto qualitativo/ quantitativo envolveu todos os discentes que concluíram os estágios no período de março de 2018 a agosto de 2019 (n = 50), assim como todos os preceptores responsáveis pelos estágios práticos (n = 9) da Universidade Municipal de São Caetano do Sul. O conhecimento sobre feedback, na visão dos discentes e preceptores, foi avaliado por meio de questionários adaptados com perguntas categóricas e abertas. Resultado: Os preceptores relataram que os objetivos de fornecer feedback são: apontamento de melhoria, reflexão crítica e oportunidade de adequações. Metade dos preceptores tem dificuldade em dar feedback negativo, porém 60% dos estudantes relataram lidar bem com críticas. Palavras-chave: Avaliação Educacional; Feedback Formativo; Educação de Graduação em Medicina; Docentes de Medicina; Estudantes de Medicina
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