Resumo

PECK, C; MOHAMED, N  e  MCNAMEE, L. Final-year dental students' perceptions of verbal feedback in the clinical setting. S. Afr. dent. j. [online]. 2025, vol.80, n.6, pp.300-311. ISSN 0375-1562.  https://doi.org/10.17159/sadj.v80i06.21318.

Verbal feedback has been shown to improve student learning and performance, increase professional collaborative dialogue and communication, and develop student identity and self-worth. PURPOSE: To explore final year dental students' perceptions of verbal feedback practices within the clinical setting. METHODS: A cross-sectional, exploratory descriptive quantitative study with additional open-ended, qualitative responses was employed in a cohort of 71 final-year dental students. The questionnaire investigated four main constructs i.e. the nature of feedback, the value of feedback, the clinical environment and supervisor-specific factors which impact on verbal feedback practices. RESULTS: Data was analysed using both quantitative and qualitative approaches. Thematic analysis of the open-ended written responses was conducted. The findings indicated that students are aware of the multiple benefits of verbal feedback for the improvement of both their theoretical knowledge and clinical skills, but they felt that not enough time is devoted to verbal feedback practices following their clinical sessions. The importance of mutual respect, professionalism and autonomy of thought were emphasised as key variables which underpin successful verbal feedback. CONCLUSION: This study highlighted the importance of raising awareness within the faculty regarding the various forms of feedback and the need for effective action plans to improve student learning and performance.

Palavras-chave : Formative assessment; feedback; clinical assessment; clinical teaching; clinical environment.

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