Feedback-giving Behavior of Medical Faculty towards Students in Clinical Education Based on Agenda-led Outcome-based Analysis (ALOBA) at Ibn Sina Teaching Hospital, Mashhad, Iran

Mousavi Bazaz, Mojtaba; Kheyri, Zahra; Moharreri, Fatemeh; Emadzadeh, Ali; Abolbashari, Samaneh

doi:10.22038/fmej.2025.88846.1656

Feedback-giving Behavior of Medical Faculty towards Students in Clinical Education Based on Agenda-led Outcome-based Analysis (ALOBA) at Ibn Sina Teaching Hospital, Mashhad, Iran

Document Type : Original Article

Authors

¹ Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

² Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

³ Psychiatry and Behavioral Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

⁴ Antimicrobial Resistance Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

10.22038/fmej.2025.88846.1656

Abstract

Background: Feedback is necessary for learners’ development, and teachers and professors should be trained on the importance of feedback. This study aimed to determine the feedback status in clinical education using the agenda-led outcome-based analysis (ALOBA) feedback model.
Method: In this cross-sectional study, eight faculty members who were teaching in a 4-month period, at Ibn Sina Teaching Hospital were enrolled in Mashhad, Iran, in 2020. Their feedback-giving performance was recorded during a total of 66 clinical rounds. A valid checklist based on the ALOBA feedback model was used for collecting data.
Results: The status of the three areas of feedback, including organization of the educational feedback, constructive feedback, and feedback outcome, and the overall feedback status were desirable. The male faculty members had better educational feedback status than the female ones (p<0.001). In addition, there was a significant difference between the scores of faculty members with less and more than 15 years of work experience (p<0.001). Regarding the academic rank, the overall feedback status and feedback in each three areas of feedback were significantly different between associate professors and assistant professors (p<0.001) and between full professors and associate professors (p<0.001).
Conclusion: Feedback in the three areas of the ALOBA model was at a desirable level and was influenced by factors such as gender, work experience, and academic rank. Further studies are necessary to examine the status of providing feedback in clinical education.

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