FEEDBACK

CHALLENGERS IN PROVIDING TIMELY FEEDBACK TO UNDERGRADUATE AND POSTGRADUATE STUDENTS: FACULTY PERSPECTIVES

Abstract

Objectives: To explore perception of Khyber Medical University teachers
regarding challenges in provision of timely feedback to students. Setting: Khyber Medical
University, Peshawar. Period: March 2016 to September 2016. Methods: A qualitative multiple
case study in which seven focus group discussions with seven constituent institutes of Khyber
Medical University have been conducted, each institute is taken as one case, selected through
purposive maximum variation sampling technique. Each FGD was audio-recorded, transcribed
verbatim, analyzed and themes were identified. Results: Total forty faculty members participated
in seven focus group discussions. Three themes that emerged were ”institutionalization of
feedback” indicating need of establishing a feedback culture so that it is taken as a norm both
by teachers and students; “Lapses in feedback priority” indicating teachers don’t give priority
to feedback due time constraints, work overload, lack of training and resource deficiencies:
“establishing manageable model of feedback at organizational/institutional level” indicating
a need for developing a feasible feedback model compatible to university contextual needs
instead of implementing any ideal feedback model. Conclusion: The concept of providing and
receiving feedback is deficient and its significance with respect to teaching and learning is
lacking. Contextual academic workload and time constraints may impact the quality and timing
of feedback provided. There is need of collaborations between university administration and
faculty so that feedback can be utilized effectively in the learning process.