Impact of constructive feedback on the undergraduate medical students' attitude towards psychiatry

ABSTRACT

To determine the impact of constructive feedback, during clinical attachment, on the undergraduate medical students' attitude towards psychiatry. Quasi-experimental study. CMH Lahore Medical College, Lahore, Pakistan from December 2012 to October 2013. Participants were 107 students of final year MBBS. They were divided into study and control groups. Demographic data was recorded and attitude towards psychiatry [ATP-30] questionnaire was administered to all the students before the clinical attachment. Both the groups underwent 3 weeks clinical attachment. However, only the students in study group received constructive feedback. ATP-30 was re-administered to students of both groups soon after completion of attachment. Because of errors and omissions in data, forms of two students were excluded. Statistical analysis was carried out on data of 105 students, which consisted of 53 students in the study group and 52 in control groups. The mean age of study group was 22.21 years [SD=0.885], while that of control group was 22.19 years [SD=0.886]; with 32.1% and 34.6% males in the study and control group respectively. Both the groups had comparable demographic features. Pre-attachment ATP30 scores of both groups were comparable i.e. 84.47 +/- 5.29 versus 84.56 +/- 5.30 [p-value < 0.934]. However, post-attachment scores of both groups increased i.e. 103.11 +/- 5.98 versus 85.85 +/- 4.31 [p-value < 0.001]. This increase in score was statistically highly significant in the study group. Constructive feedback during clinical attachment has a significantly positive impact on the undergraduate medical students' attitude towards psychiatry