The Feedback Experience of Saudi Arabian Medical Students and Tutors in PBL Medical Curricula: A Mixed Method Study

Abstract

Background Even though there is extensive literature about good practice in feedback, there is very little research investigating what influences its quality within problem-based learning (PBL) settings. Particularly within Saudi Arabian educational environments, there are unique considerations, such as a tutor-centred approach to learning. Southern theory advocates approaches to developing good practice by considering the needs of such local contexts, and not passively adopting prior work.

Aim This project explored students’ and tutors’ experiences of the feedback process within PBL settings in the local context of Saudi medical schools, specifically investigating factors that influence its quality.

Method A mixed methods approach was adopted. First, 856 students from 11 medical schools completed a survey. Then, in four schools, 12 student focus groups and 11 tutor semi-structured interviews were conducted to further understand the survey conclusions.

Results Most of the student participants (96.5%) received feedback; however, they were not always satisfied with its quality. Verbal feedback was reported to be the most effective, and multi-source feedback was discussed as the most comprehensive source of feedback. Communicating feedback in the students’ native language and students’ formative experiences of teacher-centred education were key influential factors affecting feedback experiences. There was a common underlying belief between tutors and students that feedback in PBL is for promoting student-centred learning and developing self-regulation skills; however, these groups differed in their perceptions of what is good practice in feedback.

Conclusion Even though most student participants receive feedback; their experience is variable, and the quality is inconsistent. Learner and tutor characteristics and beliefs impacts on the feedback process. The key conclusions of the project informed the development of a conceptual framework that should facilitate efforts to improve the quality of feedback experiences. Key aspects of this conceptual framework include fostering self-regulated learning through a scaffolded approach.