Finding effective feedback strategies for rural medical students in their first clinical year

Abstract

Feedback is a central part of learning and teaching in all University courses, including for medical students. But can we improve the impact of feedback by using a consistent model across different types of feedback delivery? This project was designed to see if, by using a consistent model of feedback, delivered in multiple modes, students would be better able to adjust and improve their skill and knowledge development throughout the year, especially after two years of predominantly online learning due to the COVID-19 pandemic. We also explored whether clinical educators would be more confident to give targeted feedback to students in a way that yields positive change if they were provided with a model that can be used in different modes and for different activities. What we found was that the consistency and intentionality of the feedback was highly impactful, with face to face in real time feedback being more effective that video feedback. Having a feedback model improved feedback literacy and confidence for both students and educators.