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The Perceptions and Attitudes of Undergraduate Healthcare Sciences Students of Feedback: A Qualitative Study

机译：护理学本科生对反馈的感知和态度：定性研究

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Purpose Regardless of the importance of feedback, many students are dissatisfied with the feedback they receive. This study was conducted to evaluate undergraduate healthcare sciences students' perceptions and attitudes toward, and their lived experiences of feedback Methods To evaluate undergraduate healthcare sciences students' perceptions and attitudes toward feedback using a descriptive approach. A Phenomenological qualitative study. Healthcare sciences students were invited to participate in semi-structured focus groups interviews; open-ended questions were developed per the study objectives and the knowledge deficit to guide the discussion. Results Five major themes were apparent during the discussion regarding the perceptions and attitudes of healthcare sciences students towards feedback. Students highly regard honest and continuous feedback before grading or final assessment. Students preferred receiving feedback as a private dialogue that contains balanced positive comments and points for improvements. Comparing student performance with others or providing subjective and unspecific feedback were the most common reasons for students to disregard feedback. The value of the level of faculty or years of experience was controversial among students. Limited time, poor communication skills and unavailability of a faculty member were perceived as major barriers for constructive feedback. Students recommended both peer feedback and mutual feedback between students and faculty members to be applied continuously. Conclusion This study demonstrates that healthcare sciences students need continuous constructive feedback. Providing mutual and peer feedback as a dialogue considering balanced positive comments and points for improvement should be implemented during the educational process. Training for both faculty members and students is highly recommended.
机译：目的不管反馈的重要性如何，许多学生都不满意收到的反馈。本研究旨在评估本科医科学生对反馈的看法和态度以及他们的反馈经验。方法使用描述性方法评估本科医科学生对反馈的看法和态度。现象学定性研究。医疗科学专业的学生应邀参加了半结构性焦点小组访谈;根据研究目标和知识不足提出了开放性问题，以指导讨论。结果在讨论过程中，有关医疗科学专业学生对反馈的看法和态度有五个主要主题。在评分或最终评估之前，学生高度重视诚实和持续的反馈。学生更喜欢接受反馈，作为私人对话，其中包含平衡的积极评论和改进点。将学生的表现与他人进行比较或提供主观的和非特定的反馈是学生无视反馈的最常见原因。教师水平或多年经验的价值在学生中引起争议。有限的时间，较差的沟通技巧和教师的缺席被认为是建设性反馈的主要障碍。学生们建议同学和教职员工之间的同feedback反馈和相互反馈都应持续应用。结论这项研究表明，医学专业的学生需要持续的建设性反馈。在教育过程中应考虑相互平衡的积极评论和改进点，以提供相互和同伴反馈作为对话。强烈建议对教师和学生进行培训。

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