A ROLE OF UNDERGRADUATE STUDENT FEEDBACK IN MEDICAL TEACHING EVALUATION: A CROSS SECTIONAL STUDY.
Background: For medical student, first year is crucial in the academic’s performance of students, as they enter in the medical education for the first time. The students should have solid understanding of first year MBBS subjects. Understanding the student’s perspective is essential for understanding the subject knowledge. In this study we have taken students feedback for evaluation of teachers. Aims and Objectives: to increase the quality of teaching by the instrument of students’ feedback. To determine the first year MBBS student’s perception understand topics with better concept and to the effectiveness of various teaching-learning methodologies during lectures. Methods: 75 undergraduate students from first MBBS were included in the study. Cross sectional study was conducted with predesigned questionnaire with questions pertaining to students’ perception of first year subject and the various teaching learning methods used by the faculties. Results: In this study we have taken student’s feedback for evaluation of teachers to understanding the student’s perspective for understanding the subject knowledge. Feed was taken under 6 different domain of teaching 1) Command over subject 2) use of Black Board/AV Aids 3) Interaction & involvement 4) Voice/Language 5) Classroom Discipline 6) Teacher punctuality. Common adaptive modes of teaching learning methods were Power-point presentations (80%), black board teaching (20%). Based on the feedback, the changes suggested by the students were informed to the faculty about their strengths and weaknesses. Conclusion: Student feedback in medical education is an effective technique for overall assessment of a faculty. It plays an important role to make modification and delivery in an effective form. By students feedback it revealed that they were positive and constructive in learning. Key words: Feedback, learning methods, ANOVA test, Bonferroni test, Medical education