Investigating Faculty Perceptions Regarding Academic Feedback: A Cross-Sectional Survey
DOI:
https://doi.org/10.52206/jsmc.2025.15.2.955Abstract
Background: Effective academic feedback is essential for enhancing teaching practices and improving student outcomes. However, faculty perceptions of academic feedback, particularly in Pakistan, remain underexplored. Understanding these perceptions is crucial for developing strategies that support faculty professional development and improve teaching effectiveness. This study addresses the gap in the literature by exploring faculty perceptions regarding feedback in medical and dental education.
Objective: To investigate faculty perceptions of academic feedback and its impact on teaching practices, professional development, and student learning.
Materials and Methods: A cross-sectional study was conducted at Kabir Medical College and Sardar Begum Dental College in Peshawar, Pakistan, between November 2023 and April 2024. The study included 236 faculty members from both basic science (n=126) and clinical (n=110) departments. A self-administered survey was used to gather data on faculty perceptions of feedback. The survey instrument underwent content validation by three experts in medical education, basic sciences, and clinical disciplines. A pilot study (n=24) was conducted to test the feasibility and reliability of the questionnaire.
Results: Most faculty (94.5%) agreed that feedback helped identify areas for improvement. Most respondents (91.9%) reported that feedback motivated instructional improvement and 84.4% noted it boosted their teaching confidence. The feedback also improved lesson planning (83.9%).
Conclusion: Faculty members identify the value of academic feedback in enhancing teaching practices and raising professional development. Regular feedback is vital for improving teaching effectiveness and student learning outcomes. Our study highlights the need for targeted faculty development programs to enhance feedback practices.
Keywords: Personal growth, Professional development, Student's needs, Student Feedback, Teaching, and learning, Teaching strategies, Teacher-student relationship, Teacher satisfaction, and Interprofessional relations.
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