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Abstract

Objective: To evaluate and compare the students’ and faculty’s perspectives of feedback & its values in an outcome-based medical education system.
Methods:  This was a cross-sectional, self-evaluated questionnaire-based observational study con- ducted on the students (group A) and faculty members (group B) of the College of Medicine, Majmaah University by convenience sampling technique. Prior to taking the feedback, consent was taken from the students and faculty members.  The responses were recorded on a scale of 1-5 and the data was analyzed using SPSS version (25). The relationship between categorical variables was analyzed using the Chi-square test and a p value of 0.05’ was considered significant.
Results: The questionnaire responses from the A and B groups were recorded. Three important elements were examined: efficacy, value, and the technique for recording constructive feedback. Both groups believed that positive feedback is essential. While there was agreement on various aspects, a substantial difference was also noticed between the perceptive of the two groups in a few areas. Generally, students were observed of being responsive and perceptive, but the instructor’s responded oppositely. There was a considerable disparity in the extent/quantity of input supplied. While the teachers thought it was acceptable, the students did not.
Conclusion: The observed differences between the two stakeholders could create a barrier in the effectiveness of feedback and hence the learning process. The comparison in perspective helped in to understand that students and faculty members approve and understand the effectiveness and value of feedback. Encouraging and utilizing this mode to improve learning is required to strengthen students’ education and teaching environment. There were a few conflict areas in accepting, encouraging, and utilization of feedback in the learning process. The medical education department may play a role in abolishing these conflicts to best utilize the affectivity of feedback.