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Revista Brasileira de Educação Médica
Print version ISSN 0100-5502On-line version ISSN 1981-5271
Abstract
MAIA, Israel Leitão et al. Feedback Strategy Adapted for University Undergraduated Student. Rev. Bras. Educ. Med. [online]. 2018, vol.42, n.4, pp.29-36. ISSN 1981-5271. https://doi.org/10.1590/1981-52712015v42n4RB20180095.
INTRODUCTION
Feedback is information provided by the teacher to improve student performance. Despite being an important teaching tool, and desired by the students, it is still not sufficiently used.
OBJECTIVE
This study created a manual for the use of feedback, structured based on the results of focus groups that explored the views of medical school interns on the subject.
METHODS
31 medical interns of a Higher Education Institution took part in focus group interviews to gather their impressions on feedback. The data were analyzed using Bardin Content Analysis.
RESULTS
The students understand what feedback is, and experience it through active teaching methodologies. They recognize its importance for learning; however they complain that they do not receive feedback often enough. As to how they would like to receive feedback, and the virtues inherent to teachers and students for it success, it was found that the students’ ideas are aligned with the literature.
CONCLUSION
Students know what feedback is, and experience it in practice; they recognize its importance for learning and are receptive to it. A manual was developed with a structured feedback strategy for use in university undergraduated students
Keywords : –Learning; –Medicine; –Formative Feedback; –Internship and Residence.
