Quality of Clinical Feedback: Perceptions of Final Year BDS Students Versus their Supervisors

ABSTRACT

Clinical supervision can be defined as an activity in the clinical setting as a source of learning and assessment and problem solving for the student at an undergraduate or post graduate level. This study aimed to see if various aspects of clinical feedback received by the students are perceived as the same by both students and supervising faculty. Cross-Sectional Study. Islamic International Dental College, Islamabad, from January to June 2013. An 18 item questionnaire was administered to former final year students and faculty which supervised them. The responses from each group were analysed and compared for differences in perception to the same measure of quality of clinical supervision and feedback. Items which involved communication were rated quite differently by the student and supervisor. Conflicting feedback was accepted by both, but supervisors thought that it was dealt with while students did not think so. Significance was set at a p value of 0.05 Exclusive availability of the supervisor and ability to see the task from the student's point of view by listening and taking time is very important. Supervisors cannot judge the quality of feedback they provide. They must receive feedback about the feedback they give