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Piri S M, Shabani N, Hosseini Shavoon A, Gandomkar R. ارائه بازخورد درک شده در محیط بالینی از دیدگاه دانشجویان پزشکی. Iranian Journal of Medical Education 2026; 26 :32-41
URL: http://ijme.mui.ac.ir/article-1-5927-en.html
URL: http://ijme.mui.ac.ir/article-1-5927-en.html
Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran , gandomkarr@gmail.com
Abstract: (14 Views)
Introduction: Effective feedback is a cornerstone of high-quality clinical education, supporting learning, improving clinical performance, and enhancing student motivation. Nevertheless, many medical students report receiving insufficient feedback during clinical training. Because students’ perceptions of feedback influence both their educational experiences and learning outcomes, understanding how feedback is delivered is essential for improving clinical education. Therefore, this study examined medical students’ perceptions of feedback provision during clinical training at Tehran University of Medical Sciences.
Methods: This cross-sectional analytical study included 163 medical students undertaking clerkship and internship rotations (response rate: 68%). Data were collected using the Perceived Feedback in Clinical Education Questionnaire, a previously developed and validated instrument comprising 24 Likert-type items that assess three domains: feedback content (12 items), feedback method (4 items), and feedback delivery skills (8 items). The questionnaire also included three multiple-choice questions. Before administration, the questionnaire was adapted for use in the MD program and was subsequently distributed electronically. Data were analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (independent samples t tests).
Results: Overall, 163 questionnaires were completed, including 100 by interns (61.3%) and 63 by clerks (38.7%). The mean total questionnaire score was 85.08 ± 6.56 out of a maximum possible score of 120. The mean scores for the feedback content, feedback method, and feedback delivery skills domains were 42.09 ± 3.92 (maximum score = 60), 17.14 ± 1.69 (maximum score = 20), and 25.85 ± 2.18 (maximum score = 40), respectively. Across most questionnaire items, the response options Always and Often were selected most frequently. An exception was the item "Individual feedback was provided in a private setting," for which Sometimes, Rarely, and Never were the most frequently selected responses. For the multiple-choice question "How was feedback provided to you?", most participants (130, 80%) reported that feedback was delivered face-to-face and in the presence of others. Most participants also indicated that weaknesses in their performance were discussed before their strengths. Results of the independent samples t test showed no significant gender differences in the total score or in the feedback content and feedback method domains. However, male students had a significantly higher mean score than female students in the feedback delivery skills domain (26.27 ± 1.50 vs. 25.54 ± 1.84, P < 0.05). No significant differences were observed between clerkship and internship students or between the internal medicine and surgery departments in any of the questionnaire domains (p > 0.05).
Conclusion: Medical students at Tehran University of Medical Sciences generally reported positive perceptions of feedback in the clinical learning environment. The observed gender difference in feedback delivery skills warrants further investigation to clarify the factors underlying this finding. These results may inform initiatives aimed at improving the quality and effectiveness of feedback in clinical education.
Methods: This cross-sectional analytical study included 163 medical students undertaking clerkship and internship rotations (response rate: 68%). Data were collected using the Perceived Feedback in Clinical Education Questionnaire, a previously developed and validated instrument comprising 24 Likert-type items that assess three domains: feedback content (12 items), feedback method (4 items), and feedback delivery skills (8 items). The questionnaire also included three multiple-choice questions. Before administration, the questionnaire was adapted for use in the MD program and was subsequently distributed electronically. Data were analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (independent samples t tests).
Results: Overall, 163 questionnaires were completed, including 100 by interns (61.3%) and 63 by clerks (38.7%). The mean total questionnaire score was 85.08 ± 6.56 out of a maximum possible score of 120. The mean scores for the feedback content, feedback method, and feedback delivery skills domains were 42.09 ± 3.92 (maximum score = 60), 17.14 ± 1.69 (maximum score = 20), and 25.85 ± 2.18 (maximum score = 40), respectively. Across most questionnaire items, the response options Always and Often were selected most frequently. An exception was the item "Individual feedback was provided in a private setting," for which Sometimes, Rarely, and Never were the most frequently selected responses. For the multiple-choice question "How was feedback provided to you?", most participants (130, 80%) reported that feedback was delivered face-to-face and in the presence of others. Most participants also indicated that weaknesses in their performance were discussed before their strengths. Results of the independent samples t test showed no significant gender differences in the total score or in the feedback content and feedback method domains. However, male students had a significantly higher mean score than female students in the feedback delivery skills domain (26.27 ± 1.50 vs. 25.54 ± 1.84, P < 0.05). No significant differences were observed between clerkship and internship students or between the internal medicine and surgery departments in any of the questionnaire domains (p > 0.05).
Conclusion: Medical students at Tehran University of Medical Sciences generally reported positive perceptions of feedback in the clinical learning environment. The observed gender difference in feedback delivery skills warrants further investigation to clarify the factors underlying this finding. These results may inform initiatives aimed at improving the quality and effectiveness of feedback in clinical education.
Type of Study: Original research article |
Subject:
Clinical Teaching
Received: 2025/11/25 | Accepted: 2026/04/19 | Published: 2026/04/30 | ePublished: 2026/04/30
Received: 2025/11/25 | Accepted: 2026/04/19 | Published: 2026/04/30 | ePublished: 2026/04/30
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