JMIR Publications

ABSTRACT

Background:

Student feedback is crucial for evaluating the effectiveness of institutions. However, implementing feedback can be challenging due to practical difficulties. While student feedback on courses can improve teaching, there is debate about its effectiveness if not well-written to provide helpful information to the receiver.

Objective:

This study aimed to evaluate the impact of coaching on proper feedback given by dental students in Saudi Arabia.

Methods:

First-year dental students were asked to complete three surveys throughout the academic year. The surveys assessed their feedback on the course, including lectures, practical sessions, exams, and overall experience. The surveys were distributed without coaching, after handout coaching and after workshop coaching on how to provide feedback, designated as survey #1, survey #2 and survey #3, respectively. The responses were then rated as neutral, positive, negative, or constructive by two raters. The feedback was analyzed to compare the effectiveness of the different coaching approaches.

Results:

While no significant changes were found between the first two surveys, a significant increase in constructive feedback was observed in survey #3 after workshop coaching (P<.001). The results also showed a higher proportion of desired changes in feedback, determined as a change from any rating to constructive rating, after survey #3 (P<.001). Overall, 20.2% reported desired changes at survey #2 and 41.5% at survey #3 compared to survey #1.

Conclusions:

This study suggests that workshops on feedback coaching can effectively improve the quality of feedback provided by dental students. Incorporating feedback coaching into dental school curricula could help students communicate their concerns more effectively, ultimately enhancing the learning experience.