Feedback

Abstract

ABSTRACT... Objectives: To explore perception of Khyber Medical University teachers regarding challenges in provision of timely feedback to students. Setting: Khyber Medical University, Peshawar. Period: March 2016 to September 2016. Methods: A qualitative multiple case study in which seven focus group discussions with seven constituent institutes of Khyber Medical University have been conducted, each institute is taken as one case, selected through purposive maximum variation sampling technique. Each FGD was audio-recorded, transcribed verbatim, analyzed and themes were identified. Results: Total forty faculty members participated in seven focus group discussions. Three themes that emerged were "institutionalization of feedback" indicating need of establishing a feedback culture so that it is taken as a norm both by teachers and students; "Lapses in feedback priority" indicating teachers don't give priority to feedback due time constraints, work overload, lack of training and resource deficiencies: "establishing manageable model of feedback at organizational/institutional level" indicating a need for developing a feasible feedback model compatible to university contextual needs instead of implementing any ideal feedback model. Conclusion: The concept of providing and receiving feedback is deficient and its significance with respect to teaching and learning is lacking. Contextual academic workload and time constraints may impact the quality and timing of feedback provided. There is need of collaborations between university administration and faculty so that feedback can be utilized effectively in the learning process.