The Quality of Providing Feedback in Clinical Education according to Midwifery Students Participating in National Congress of Midwifery and Women’s Health

Authors

1 Rouhani Hospital, Babol University of Medical Sciences, Babol, Iran.

2 Department of Obstetrics and Gynecology, Mashhad University of Medical Sciences, Mashhad, Iran.

3 Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran.

4 Department of Critical Care Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran.

5 Mashhad University of Medical Sciences, Mashhad, Iran.

6 General Physician, Mashhad University of Medical Sciences Mashhad, Iran.

7 Mother and Child Welfare Research Center, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.

Abstract

Background: Clinical education is the basis for medical sciences education, and one of the most critical criteria of professional education, playing a significant role in internalizing the teachings to students. This study aims to investigate the opinions of midwifery students about the quality of feedback provision in clinical education.
Materials and Methods: This cross-sectional study was performed in 2019 in the Congress of midwifery and women’s health, Mashhad, Iran. Census method was used for selecting 98 midwifery students who had participated from all over the country in this Congress. Data collection was performed through a demographic information questionnaire and a standard feedback questionnaire with 21 items. The midwifery students were asked to specify the importance of feedback received during their clinical
Results: Overall, 98 midwifery students participated in this study. According to most students, most of the time the feedback received was as expected (40.8%), clear and explicit (41.8%), constructive (50%), and was useful for correcting their attitude (49%), performance (54.1%), and behavior (50%), and related to clinical skills (55.1%), and most of them had received positive feedback (49%). Except for items 8 and 20, most midwifery students chose the options of often and most of the time for responding to items.
Conclusion: More than half of the midwifery students had adequate satisfaction with the feedback they received during their clinical education (often and most of the time). It is suggested that the quality of feedback provision by midwifery professors could be enhanced for the maximum satisfaction of students.

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