Exploring the Perception of the Formative Assessment Feedback among Third-Year Medical Students at the Faculty of Medicine, Suez Canal University | ||
| Suez Canal University Medical Journal | ||
| Article 6, Volume 27, Issue 5, May 2024, Pages 0-0 | ||
| Document Type: Original Article | ||
| DOI: 10.21608/scumj.2024.386939 | ||
| Authors | ||
| Nahla Hassan* 1; Shimaa El Araby1; Amira El Fouly2; Samer El Alfy2 | ||
| 1Department of Medical Education, Faculty of Medicine, Suez Canal University, Egypt. | ||
| 2Department of Family Medicine, Faculty of Medicine, Suez Canal University, Egypt | ||
| Abstract | ||
| Background: Feedback is regarded as the lifeblood of learning and is an essential part of undergraduate medical education. Research by cognitive theorists has demonstrated that feedback helps students develop their knowledge, alter their performance, and feel sufficiently motivated to learn. Objective: To explore the perception of the third-year medical students at the Faculty of Medicine, Suez Canal University towards formative assessment feedback. Subjects and Methods: A validated questionnaire was administered to the 3rd year medical students. Comprehensive sampling was used from the students who joined the Family medicine course in the academic year 2022-2023. Results. Three hundred nineteen medical students participated. There were 63.9% males and 36.1% females. The students reported a high perception of the feedback in all positive items. A high percentage of the students agreed that the feedback received might be applied to their work and /or studies. Conclusion:Students appreciated feedback's role in directing, motivating, and enhancing their performance and learning. They positively perceived feedback sessions as beneficial in communicating their purpose. Moreover, the students valued the importance of frequent feedback sessions during their learning experiences. | ||
| Keywords | ||
| Performance; feedback; formative assessment | ||
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