Evaluating instructor feedback practices in the facilitation of workplace learning of clinical medicine students at Kampala International university in Tanzania

Abstract

Introduction Workplace-based learning, rooted in the apprenticeship model, is considerably the most effective intervention for translating medical theory into clinical practice. Feedback is an essential component in medical education. Delivering timely and relevant feedback to individual students enhances workplace-based learning. However, there is increasing evidence that current feedback practices are not fit for purpose. At Kampala International University in Tanzania (KIUT),its uncertain whether the tutors of clinical medicine students are giving impactful feedback to the students during clinical rotations. More over no studies have been conducted to evaluate how feedback is given by tutors to students. Objective The study sought to evaluate the feedback practices of clinical teachers of clinical medicine students in the facilitation of workplace learning at Kampala International University in Tanzania, KIUT. Methodology This was a qualitative study that engaged the (14) clinical medicine tutors and (22) third year Technician Certificate in Clinical Medicine (CMT) students at KIUT. In-depth Interviews (IDI) were used to collect data. The transcribed data was analyzed using inductive thematic analysis. Results This study revealed five key themes: Feedback Delivery and Approach, Feedback Timing, Feedback Content, student Engagement and Participation and Impact on Learning. Most clinical teachers provided constructive, timely, and engaging feedback. Additionally, students' experiences with these feedback practices showed that some were satisfied. They appreciated the personalized and specific feedback they received from their teachers. Most of the students were dissatisfied with the feedback absence, delay, inconsistency, discouraging comments, and harsh language used by certain teachers. Conclusion Teachers generally provided effective feedback that was constructive and student engaging. However, a majority of students expressed dissatisfaction due to its absence, delay and inconsistencies. To improve impact of feedback on student learning and growth in clinical settings, institutions should implement Faculty Development Programmes that will provide training and support to teachers on effective feedback practices.