MEDICAL STUDENTS’ EXPERIENCE OF FEEDBACK DURING CLINICAL ROTATIONS IN PAKISTAN: A QUALITATIVE STUDY
DOI:
https://doi.org/10.69656/pjp.v22i2.1932Keywords:
Clinical, Competence, Feedback, Medical Education, Medical Students, Pakistan, Performance, UndergraduateAbstract
Background: Feedback in clinical medical education is crucial to bridge the gap between the learner’s performance and competence. This study aimed to investigate the experience and perception of medical students’ feedback during clinical training and especially factors that determine effectiveness and educational benefit. Methods: The qualitative design was based on semi-structured interviews with undergraduate medical students who completed clinical rotations in a public sector medical school in Northern Pakistan. The sampling technique was purposive and the interviews were conducted until thematic adequacy was attained. Thematic analysis was done with NVivo software. Results: Analysis led to the production of three interconnected themes namely characteristics of the feedback delivery, perceived impact of the feedback on the learning processes, and contextual barriers influencing feedback exchange. Students placed a lot of emphasis on timely, specific, and practical oriented feedback. Nevertheless, inconsistency or inarticulate feedback decreased regulatory certainty and clarity. Attendance to effective feedback was further restrained by hierarchical norms and lack of chances of conversation. Conclusion: The learning path of medical students involves clinical feedback as one of its major factors. Faculty feedback enhancements and integration of formal feedback mechanisms within the clinical training process can help to enhance the outcomes of the educational process and learner engagement.
Pak J Physiol 2026;22(2):99–101, DOI: https://doi.org/10.69656/pjp.v22i2.1932
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Copyright (c) 2026 Sana Khan, Zubia Hayat, Zainab Khattak
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