FEEDBACK MECHANISM ROLE TO REDUCE FRUSTRATION FOR BETTERMENT OF EDUCATIONAL EFFECTIVENESS: A CROSS-SECTIONAL RESEARCH

Background & Objective: In the outcome-based curriculum, feedback has been dubbed as a salient strategy for the sake of learning. Owing to students’ beliefs and perceptions, students do not pay much heed towards the significance of the feedback. This lapse on the part of students will not boost improvement of the performance of the students. This research will focus to identify the feedback purpose, perception of students about useful feedback and prevalent believes about feedback mechanism. Methods:Our cross-sectional was conducted at Services Hospital, Lahore (August, 2016 to September, 2017) on 121 students. Students who were in the clinical phase studies were registered. Data was obtained on the self-prepared questionnaire. Its analysis was carried it accordingly. Results:Most of the students (45.5 percent) were of the view that getting grade is not the hallmark of the feedback. Tutor’s lack of productive feedback was seen in 49.6 percent of the students. Upon asking about the objective of feedback, 62.8 percent seconded the two-way feedback. Approximately, two third i.e. 67.8 percent of the students were agreed that inadequate feedback was one of the reasons of their frustration. Conclusion:As far as awareness of the students about the feedback objective is concerned, they are quite abreast of it. It is especially authenticated by the senior students who believed that feedback is vital in the academic performance and can be a factor in lessening their frustration. Such findings require enhanced structured feedback mechanism and call for improved engagement of faculty plugging of training gaps for efficient educational association. Keywords: Outcome-based curriculum, Feedback, Training, Constructive and Strateg