The Effectiveness of Teacher Feedback in Augmenting the Academic Performance of Medical Students
DOI:
https://doi.org/10.21649/akemu.v31i1.5686Keywords:
Feedback, learning, academic performance, achievementAbstract
Background: Feedback provides clarity on learning intention such as understanding, performance and acquisition of required skills. Regular feedback sessions, scheduled after each academic assessment, could help the students in improving their educational performance.
Objective: To evaluate the effectiveness of feedback on academic growth of undergraduate medical students.
Methods: It was a qausi-experimental study. Seventy-seven undergraduate medical students from academic year 2023 were randomly assigned to 18 teachers. Formal feedback was given to the students after first formative assessment followed by second formative assessment, conducted two months after the first one. Marks achieved in first and second formative assessment were compared through paired t test. A p value ≤0.05 was considered as statistically significant.
Results: The mean score of students in the exam conducted after feedback program was significantly higher than their previous performance (63.31±1.51 vs 52.08±1.52, p value < 0.0001). Feedback helped girls achieving significantly higher increment in their marks as compared to boys (67.85 ±1.66 vs 59.72 ±2.22, p value < 0.0001). Also, in comparison between students scoring > 50% and the students scoring < 50% marks in their first formative assessment, feedback proved more effective for the former group (68.92±1.34 vs 53.67±2.59, p value < 0.0001).
Conclusion: Feedback program ensures significant progress in academic performance of undergraduate medical students. Such programs should be incorporated regularly in the academic calendars of medical teaching institutes to promote student’s personal and professional development.
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