Perceptions and Clinical Applications of Feedback Type

Purpose/Objectives: The aim of the study was to evaluate students’ perceptions and clinical applications of feedback in Clinical Dental Hygiene Education in 2019. The study explores Ego-Stroking Sandwich feedback and Non-Sandwich feedback as the feedback types and Instructors feedback vs. Scoring guide feedback as the feedback delivery method. Methods: Eleven participants participated in the study. An initial questionnaire assessing perceptions of feedback was administered. Participants performed a maxillary and a mandibular impression while receiving a type of feedback; the impressions were evaluated using a scoring guide. A post impression questionnaire was administered to gather participants’ perceptions on preferred feedback delivery method. Results: The results show that Ego Stroking Sandwich and Motivation ( was slightly less effective than Non-Sandwich and Encouragement ( and the Instructor Feedback subscale ( had a statistically significant higher mean for students in the Ego Stroking Sandwich condition than the Scoring Guide subscale did ( M= 2.67 , SD .242 ). The instructor feedback subscale had a statistically significant higher mean ( M= 3.70, SD = .253 ) for students in the Non-Sandwich condition than the Scoring Guide subscale did ( M= 2.71, SD = .149 ). These results indicate that students prefer instructor feedback to scoring guide feedback. the In order to deliver feedback effectively, instructors must understand different types of feedback available and different ways of delivering feedback in the clinical setting to foster self-efficacy. Ramany and Krackov, present a summary of twelve tips for effective implementation of feedback techniques in the clinical setting. Some of the discussion on feedback here, involves the establishing of a respectful environment, goal setting and communicating goals in a clear and direct way so that objectives for feedback are set, focusing feedback on performance, and the use of neutral, specific language to focus on performance. In addition, the success of feedback orientation depends on setting professional development opportunities for faculty and staff and creating an institutional atmosphere where feedback is Stroking Sandwich Type feedback that uses ego-stroking statements at the beginning and end.