FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS

Objective: To assess students’ perceptions of feedback, regarding its understanding, and practices in a traditional undergraduate dental curriculum in Pakistan, where feedback was not part of a formal curriculum as a structured entity. Study Design: Qualitative-phenomenology. Place and Duratio...

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Autores principales:	Ahsan Malik, Faiza Kiran, Fareeha Farooq
Formato:	article
Lenguaje:	EN
Publicado:	Army Medical College Rawalpindi 2021
Materias:	dental feedback pakistan qualitative research students Medicine R Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/cbf6ade3df6e4287a63e3a72f086bda6
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spelling	oai:doaj.org-article:cbf6ade3df6e4287a63e3a72f086bda62021-11-19T03:46:41ZFEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS0030-96482411-8842https://doaj.org/article/cbf6ade3df6e4287a63e3a72f086bda62021-10-01T00:00:00Zhttps://www.pafmj.org/index.php/PAFMJ/article/view/6645/3602https://doaj.org/toc/0030-9648https://doaj.org/toc/2411-8842Objective: To assess students’ perceptions of feedback, regarding its understanding, and practices in a traditional undergraduate dental curriculum in Pakistan, where feedback was not part of a formal curriculum as a structured entity. Study Design: Qualitative-phenomenology. Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Dec 2017 to May 2018. Methodology: Purposive sampling was done, and data was gathered using semi-structured, group interview of 16 BDS students. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis. Results: Feedback, though, being practiced by faculty, was not identify as feedback by students. They did not appreciate it as an essential skillset for learning and performance. Though, conceptions of students regarding this phenomenon varied, five emergent themes displayed the essence of the phenomenon in this learning environment: 1) understanding ‘feedback’ through participants’ response, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression. Conclusion: Our students were devoid of formally instituted feedback practices, so they were unable to identify it as ‘feedback’. Wide range of contradictory and many negative experiences of participants indicated that formal training in feedback and its systematic use might improve students’ experiences. Keywords: , , , , , .Ahsan MalikFaiza KiranFareeha FarooqArmy Medical College RawalpindiarticledentalfeedbackpakistanqualitativeresearchstudentsMedicineRMedicine (General)R5-920ENPakistan Armed Forces Medical Journal, Vol 71, Iss 5, Pp 1693-1699 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	dental feedback pakistan qualitative research students Medicine R Medicine (General) R5-920
spellingShingle	dental feedback pakistan qualitative research students Medicine R Medicine (General) R5-920 Ahsan Malik Faiza Kiran Fareeha Farooq FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS
description	Objective: To assess students’ perceptions of feedback, regarding its understanding, and practices in a traditional undergraduate dental curriculum in Pakistan, where feedback was not part of a formal curriculum as a structured entity. Study Design: Qualitative-phenomenology. Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Dec 2017 to May 2018. Methodology: Purposive sampling was done, and data was gathered using semi-structured, group interview of 16 BDS students. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis. Results: Feedback, though, being practiced by faculty, was not identify as feedback by students. They did not appreciate it as an essential skillset for learning and performance. Though, conceptions of students regarding this phenomenon varied, five emergent themes displayed the essence of the phenomenon in this learning environment: 1) understanding ‘feedback’ through participants’ response, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression. Conclusion: Our students were devoid of formally instituted feedback practices, so they were unable to identify it as ‘feedback’. Wide range of contradictory and many negative experiences of participants indicated that formal training in feedback and its systematic use might improve students’ experiences. Keywords: , , , , , .
format	article
author	Ahsan Malik Faiza Kiran Fareeha Farooq
author_facet	Ahsan Malik Faiza Kiran Fareeha Farooq
author_sort	Ahsan Malik
title	FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS
title_short	FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS
title_full	FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS
title_fullStr	FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS
title_full_unstemmed	FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS
title_sort	feedback: different concepts and practices in a culturally different learning environment? students’ perceptions
publisher	Army Medical College Rawalpindi
publishDate	2021
url	https://doaj.org/article/cbf6ade3df6e4287a63e3a72f086bda6
work_keys_str_mv	AT ahsanmalik feedbackdifferentconceptsandpracticesinaculturallydifferentlearningenvironmentstudentsperceptions AT faizakiran feedbackdifferentconceptsandpracticesinaculturallydifferentlearningenvironmentstudentsperceptions AT fareehafarooq feedbackdifferentconceptsandpracticesinaculturallydifferentlearningenvironmentstudentsperceptions
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FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS

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