Introduction of Structured Feedback to Medical Undergraduate Students in the First Professional

CONTEXT: Feedback is integral in medical education as it improves learner's knowledge, skills, and professional competence, however it is not routinely practiced in medical colleges. Therefore, the present educational research project was designed in a need-based attempt to introduce and implement a program of structured feedback in the department of biochemistry in the first professional MBBS. AIM: The aim was to introduce and implement a program of structured feedback in biochemistry for 1(st) year medical undergraduates and to collect students' and faculty perceptions about its effectiveness. SETTINGS AND DESIGN: it was a prospective, nonrandomized, interventional study. METHODS: The study was conducted over 135 first professional undergraduates with six faculties. The feedback questionnaires to assess the perceptions of students and faculty on the feedback program were designed and peer-expert validated. An educational program for giving structured feedback was designed, peer-expert validated, and introduced and perceptions of students and faculty were collected using the feedback questionnaires. The collected data were analyzed in terms of percentages, medians, modes, and satisfaction index and represented in graphs. Transcripts were prepared for qualitative data, themes were identified, and a thematic map was prepared. RESULTS: Students (n = 135) perceived the feedback sessions to be helpful in making them aware about their learning gaps (70%) and facilitated the process of bridging the learning gaps (62%). Students strongly agreed that feedback has helped in better understanding of the topic (82%), better retention (69%), and acted as effective learning tool (68%). The faculty did not find the feedback sessions as extra burden in their routine schedule (83%). The main themes identified were “More interaction with teacher,” “Increased motivation,” “Student centric,” “Less stressful,” “Improved confidence,” “Identification and bridging of learning gaps,” “Improved efficacy to attempt questions,” and “Improved learning.” CONCLUSIONS: The feedback program was perceived satisfactory by both students and faculty agreeing upon more of such sessions and implementation in the curriculum in the near future.