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
In 1988, with the creation of the Unified Health System in Brazil, the implemented health model started to cover the entire population, taking into account the individual health needs and the individual’s psychosocial character[2], and it became necessary to train doctors to meet these needs, which was materialized with the National Curriculum Guidelines (NCGs) for undergraduate medical school from 2001 and 2014
Due to the NCGs, which came into effect on December 31, 20184, the student became the main actor of their learning, with the teacher being a supporting actor, a facilitator of the teaching and learning process, through which the student starts to be evaluated according to the skills acquired in learning, in addition to using active teaching methodologies[1,3,5]
Summary
Feedback is considered one of the main types of formative assessment. 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. Since the establishment of the Portuguese court in Brazil, several changes have taken place in Brazilian medical education, including the Flexenerian reform implemented during the military regime, which proposed a university-based medical school with a pedagogical scientific-based program and a four-year course, two dedicated to the basic areas and two to practical activities During this period, medical education was based on diseases and the medicalization aiming at their cure, without considering the individual’s psychosocial aspects[1]. The main characteristic of this type of assessment is the use of a learning instrument called feedback, which is performed immediately after an activity[7]
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