Training academic staff for effective feedback in workplace-based assessment: a study in Bhutan.

Abstract

Introduction: The feedback plays a critical role in competency-based education in both undergraduate and Postgraduate medical education. The study explores the impact of a faculty development program on feedback practices of residents and faculty of ENT and ER medicine at Gyalpo University of Medical Sciences of Bhutan (KGUMSB).

Methods: This mixed method study was conducted in two departments with 14 faculty members participating in the study. The questionnaire was used to obtain the perception of feedback before and after a Faculty Development Training (FDT) on good feedback practices. Student "t" test was used to compare the feedback perception at day 0 and 6 months and the responses were qualitatively analyzed using thematic analysis.

Results: (a) Quantitative: The confidence of faculty to provide feedback improved significantly after FDT as compared to before FDT and it persisted in the same for 6 months (p-value 0.041 and p-value 0.027 respectively). The overall perception of feedback as a tool significantly changed positively after FDT and at 6 months (p-value p-value = 0.000). (b) Qualitative: Two thematic areas of process and teaching-learning were analyzed. Faculty showed improved and more focused feedback after training, but signs of decline by 6 months highlighted the need for refresher training. Feedback initially improved for residents, as it became more constructive and useful, though by 6 months, it showed potential for further refinement and consistency. 55 -CONCLUSIONS: The findings from this study are suggestive that feedback may have excellent potential as a tool for enhanced student learning in WPBA encounters.