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SHORT COMMUNICATION
Year : 2020  |  Volume : 9  |  Issue : 1  |  Page : 88-89

Justifying the need and formulation of a plan to evaluate feedback component in medical education


1 Vice-Principal Curriculum, Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India

Date of Submission21-Oct-2019
Date of Decision23-Oct-2019
Date of Acceptance12-Dec-2019
Date of Web Publication13-Jan-2020

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu - 603 108
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ijhas.IJHAS_93_19

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  Abstract 


Feedback has been identified as an approach to provide information about students' performance in order to help and guide them in planning for the attainment of the learning goals and to improve their behavior and skills. However, it is important to understand that the mere provision of feedback won't meet the purpose of closing the feedback gap and it has to be supplemented with follow-up actions and evaluation of the entire process of feedback to measure the change in behavior. It is quite essential to understand that in order to ensure that the process of evaluation of feedback remains effective and meets the intended objectives, it has to be planned in a systematic manner and that too well in advance. In conclusion, evaluation of feedback has to be a continuous process and the criteria for the same has to be explicitly defined for better planning and corrective measures based on the obtained results.

Keywords: Evaluation, feedback, medical education


How to cite this article:
Shrivastava SR, Shrivastava PS. Justifying the need and formulation of a plan to evaluate feedback component in medical education. Int J Health Allied Sci 2020;9:88-9

How to cite this URL:
Shrivastava SR, Shrivastava PS. Justifying the need and formulation of a plan to evaluate feedback component in medical education. Int J Health Allied Sci [serial online] 2020 [cited 2020 Jan 17];9:88-9. Available from: http://www.ijhas.in/text.asp?2020/9/1/88/275663




  Introduction Top


Feedback has been identified as an approach to provide information about students' performance in order to help and guide them in planning for the attainment of the learning goals and to improve their behavior and skills.[1] It has been offered either informally on a daily basis or formally at the end of a structured assessment, with an intention to identify the areas of strengths and the areas which require more attention.[1] On the similar lines, feedback has been given by the students or peers to judge the quality of a session or a teaching–learning method or a program. However, it is important to understand that the mere provision of feedback will not meet the purpose of closing the feedback gap, and it has to be supplemented with followup actions and evaluation of the entire process of feedback to measure the change in behavior.[2]


  Need for Evaluation of Feedback Top


There is an immense need to evaluate the feedback as it helps in decisionmaking, selection of apt teaching–learning methods/assessment, formulation of feasible objectives of instruction, and to assess the impact produced by different educational practices.[2],[3] Further, it provides inference about the potential abilities and aptitudes of students, guides in taking an evidencebased decision about an educational policy, assesses the effectiveness of any learning activity, and clarifies queries for better understanding.[3] In addition, evaluation of feedback gives us inputs about the effectiveness of the teaching program, helps in the improvisation of teaching–learning strategies, and guides in planning for the corrective measures (to address the areas of negative feedback), and is an indirect measure for the quality control in the field of medical education.[3],[4]


  Formulation of Plan to Evaluate Feedback Top


It is quite essential to understand that in order to ensure that the process of evaluation of feedback remains effective and meets the intended objectives, it has to be planned in a systematic manner and that too well in advance.[2],[3] This essentially includes decision about the scope/purpose of the evaluation, setting up of standards/ criteria to be evaluated (viz., assessment of planning and implementation, attainment of the intended objectives, and impact on the participants and the community).[3],[4]

This has to follow with the constitution of an evaluation team, setting the timeline of the evaluation and decision

about the appropriate methodology for evaluation, frequency, and logistics which will be employed.[2],[4] Even though many methods have been employed, the Kirkpatrick method for evaluation is widely used in the field of medical education.[5] Subsequently, the process of piloting has to be done and based on the inputs received, the process has to be finally implemented.[2],[3] Further, the result of the evaluation has to be shared with all the involved stakeholders for enabling a better remedial action and all the records should be maintained for reference and future research.[2],[3],[4]


  Conclusion Top


In conclusion, evaluation of feedback has to be a continuous process and the criteria for the same have to be explicitly defined for better planning and corrective measures based on the obtained results..

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Shrivastava SR, Shrivastava PS. Feedback role in enhancing the professional growth of the medical student and the teacher. Libyan Int Med Univ J 2018;3:70-1.  Back to cited text no. 1
  [Full text]  
2.
Hsieh MC, Chen TY. Promoting innovation in the objective structured teaching examination and feedback: Clustering teachers to aid teaching evaluation. Med Educ Online 2019;24:1620544.  Back to cited text no. 2
    
3.
Tham TC, Burr B, Boohan M. Evaluation of feedback given to trainees in medical specialties. Clin Med (Lond) 2017;17:303-6.  Back to cited text no. 3
    
4.
Carey EG, Wu C, Hur ES, Hasday SJ, Rosculet NP, Kemp MT, et al. Evaluation of feedback systems for the third-year surgical clerkship. J Surg Educ 2017;74:787-93.  Back to cited text no. 4
    
5.
Shrivastava SR, Shrivastava PS. Evidence-based medicine workshop for teaching faculty of a medical college: Kirkpatrick level 1 evaluation. Int J Acad Med 2018;4:289-94.  Back to cited text no. 5
  [Full text]  




 

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