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Purpose: Regardless of the importance of feedback, many students are dissatisfied with the feedback they receive. This study was conducted to evaluate undergraduate healthcare sciences students' perceptions and attitudes toward, and their lived experiences of feedback Methods: To evaluate undergraduate healthcare sciences students' perceptions and attitudes toward feedback using a descriptive approach. A Phenomenological qualitative study. Healthcare sciences students were invited to participate in semi-structured focus groups interviews; open-ended questions were developed per the study objectives and the knowledge deficit to guide the discussion. Results: Five major themes were apparent during the discussion regarding the perceptions and attitudes of healthcare sciences students towards feedback. Students highly regard honest and continuous feedback before grading or final assessment. Students preferred receiving feedback as a private dialogue that contains balanced positive comments and points for improvements. Comparing student performance with others or providing subjective and unspecific feedback were the most common reasons for students to disregard feedback. The value of the level of faculty or years of experience was controversial among students. Limited time, poor communication skills and unavailability of a faculty member were perceived as major barriers for constructive feedback. Students recommended both peer feedback and mutual feedback between students and faculty members to be applied continuously. Conclusion: This study demonstrates that healthcare sciences students need continuous constructive feedback. Providing mutual and peer feedback as a dialogue considering balanced positive comments and points for improvement should be implemented during the educational process. Training for both faculty members and students is highly recommended.
Alfehaid et al. (Wed,) studied this question.