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ORIGINAL ARTICLE
Year : 2021  |  Volume : 9  |  Issue : 1  |  Page : 62-67

Dental students' perception towards feedback during clinical training


1 Department of General Dentistry, Penang International Dental College, Butterworth, Malaysia
2 Department of Conservative Dentistry and Endodontics, Penang International Dental College, Butterworth, Malaysia
3 Department of Oral Medicine and Radiology, Penang International Dental College, Butterworth, Malaysia
4 Department of Oral Pathology, Penang International Dental College, Butterworth, Malaysia

Correspondence Address:
Dr. Jayashri Tamanna Nerali
Department of General Dentistry, Penang International Dental College, Level 18-21, NB Tower, 5050 Jalan Bagan Luar, 12000 Butterworth, Penang
Malaysia
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/amhs.amhs_212_20

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Background and Aim: Feedback is an essential element in the clinical training of dental students which paves way for the achievement of learning outcomes and also to improve their future performance. The aim of this study was to analyze dental students' perceptions of importance, process, and content of feedback received during their clinical training. Materials and Methods: A cross-sectional, questionnaire was developed and validated and distributed to dental students (n = 178) of years 3, 4, and 5. Descriptive analysis and one-way ANOVA were used to compare the mean scores between the three groups. Open-ended responses were analyzed qualitatively. Results: The majority of students agreed that feedback on clinical performance is needed to improve learning and identify areas for improvements. Most of the students prefer one-to-one feedback, in a timely and regular manner and immediately after the clinical session. Eighty-six percent believed that feedback should be given with mutual respect. Most of the students disagree (80%) that marks/grades are an important part of the feedback. Students preferred feedback with positive and negative comments about their clinical work (93%), which would help them to engage in the process of learning and to make an action plan for future learning process. Conclusions: Students are aware of the purpose and importance of feedback and preferred timely, structured, and constructive feedback on their clinical performance. The dental clinical environment is stimulating and dynamic and the role of faculty feedback is crucial for students to reflect on their learning and improve future performance.


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