Type of Article:  Original Research

Volume 7; Issue 4.3 (December 2019)

Page No.: 7163-7168

DOI: https://dx.doi.org/10.16965/ijar.2019.334


Monika Lalit *1, Sanjay Piplani 2, Anupama Mahajan 3.

*1 Associate Prof, Dept. of Anatomy, Sri Guru Ram Das Institute Of Medical Sciences & Research (SGRDIMS&R), Amritsar, Punjab, India.

2 Professor, Dept. of Pathology, SGRDIMS&R, Amritsar, Punjab, India.

3 Professor & Head, Dept. of Anatomy, SGRDIMS&R, Amritsar, Punjab, India.

Corresponding Author: Dr Monika Lalit, House No.- 24, Lane 5, Gopal Nagar, Majitha Road, Amritsar 143001, Punjab, India. Ph No.- 9814325454 E-Mail: monika.lalit@yahoo.com


Introduction: Feedback is considered as a potential instrument for revamping the system of education, and plays a major role in learning. It is the specific information about the comparison between a students’ observed performance and a standard, given with the intent to improve the students’ performance. Thus it is intended to improve skills or change behaviour, rather than being an estimate of the students’ worth.

Materials and Methods: This observational study was performed on 150 first-year medical students in the Department of Anatomy. Three sets of questionnaires were developed. First set of questionnaire included questions to assess the students’ perception about the importance and need for feedback in the learning process, second set contained questions about the contents of feedback and third set had questions about the process of feedback. The data were compiled and analyzed.

Results: In General, 48.66% of students indicated receiving some sort of feedback, 28% not receiving feedback and 23.33% could not decide whether they had received any kind of feedback. 82.66% students indicated that feedback was important for their learning and 86.66% expressed their need for regular feedback. Majority of the students expressed their interest in receiving feedback after their formative and summative assessments. 92.66% agreed with the statement that feedback is more effective when negative information is sandwiched between positive information. 85.33% and 76.66% preferred receiving one-to-one and interactive feedback respectively.

Conclusion: Feedback simplifies the improvement process of self-assessment in learning, provides the opportunities to exercise regulating students’ own learning standards.

Key Words: Communication, Feedback, Performace, Self-Assessment, Student’s learning.


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Cite this article: Monika Lalit, Sanjay Piplani, Anupama Mahajan. DOES FEEDBACK HAVE A ROLE IN IMPROVING THE LEARNING AND ASSESSMENT IN FIRST PROFESSIONAL MEDICAL STUDENTS: A QUESTIONNAIRE BASED STUDY IN ANATOMY. Int J Anat Res 2019;7(4.3):7163-7168. DOI: 10.16965/ijar.2019.334