Barriers to Provide Timely and Constructive Feedback in Undergraduate Medical Education
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Abstract
Abstract
Timely and constructive feedback is essential for the effective learning of undergraduate medical students. However, faculty often face various barriers that hinder the provision of quality feedback. This study aimed to identify and understand the challenges faced by faculty members in delivering timely and constructive feedback in an undergraduate medical education.
Place and Study Duration: At CMH Kharian Medical College from January to May 2025.
Methods: This was a cross-sectional descriptive study in which seventy faculty members were directly involved in student assessment participated. Data was collected using a structured, self-developed questionnaire incorporating demographic information and items related to feedback delivery and associated challenges, measured on a 5-point Likert scale. Content validity was ensured through expert consultation. Data analysis was performed using SPSS version 24, with descriptive statistics applied.
Results: The study identified multiple faculty-perceived barriers impacting timely and constructive feedback delivery, including workload, lack of training, time constraints, and insufficient institutional support. The study is also highlighting the need for targeted faculty development programs.
Conclusion: Addressing faculty barriers is crucial to enhance feedback quality in undergraduate medical education. Institutional initiatives focusing on faculty training and support systems may improve feedback practices, ultimately ben efiting student learning and professional development.
Keywords: Constructive feedback, Faculty barriers, Medical faculty development, Timely feedback, Undergraduate medical education
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References
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