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Provision of feedback to medical teachers on their educational performance: perspectives of internal medicine teachers

Authors Jamshidian S, Haghani F, Yamani N, Sabri MR

Received 31 August 2018

Accepted for publication 9 January 2019

Published 26 February 2019 Volume 2019:10 Pages 85—94

DOI https://doi.org/10.2147/AMEP.S184178

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Colin Mak

Peer reviewer comments 4

Editor who approved publication: Dr Anwarul Azim Majumder


Sepideh Jamshidian,1 Fariba Haghani,1 Nikoo Yamani,1 Mohammad Reza Sabri2

1Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran; 2Department of Pediatrics, Pediatric Cardiovascular Research Center, Isfahan Cardiovascular Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran

Purpose: Teachers’ evaluation and giving feedback on their educational performance has been a great concern of all medical universities, especially in clinical settings. The opinion of teachers (as feedback recipients) about the feedback process and its usefulness is very critical for the feedback to be effective. This study aimed to identify the perspectives of internal medicine teachers on receiving feedback about their educational performance.
Materials and methods: In a qualitative content analysis study, from October 2016 to July 2017, 16 semi-structured interviews were conducted with the internal medicine teachers selected purposefully. Recorded and transcribed interviews were analyzed using an inductive content analysis approach.
Results: Three themes emerged: “Feedback elements”, “Feedback outcomes”, and “Effective feedback strategies”. The first includes two categories: human and background elements. “Human elements” consists of three subcategories including “Sources of feedback”, “Feedback provider”, and “Feedback recipient”. “Background elements” includes three subcategories which are the underlying conditions in the feedback process: “Performing performance”, “Data collection”, and “Giving feedback”. The third theme contains three categories: “Developing a systemic approach to feedback”, “Appropriate educational policies for teacher recruitment and promotion”, and “Using others’ experiences”.
Conclusion: The current study represents clinical teachers’ opinions about the feedback elements, issues affecting the feedback process, and their recommendations for effective feedback. All these helped the researchers to develop a feedback cycle, which starts with “performing the performance” and continues with “performance data collection”, “data analysis and interpretation”, “feedback presentation”, and “feedback follow-up”. The researchers recommend the feedback officials to study teachers’ opinions obtained in the current study and use the feedback cycle to provide more effective feedback.

Keywords: feedback, clinical teacher, educational performance, feedback cycle, feedback elements


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