Journal of North Khorasan

Abstract Background and objectives: Delivery of effective feedback is a remarkable criterion of effective teaching which is usually ignored in clinical teaching. This studywas conducted to determine the viewpoints of clinical students and educators about feedback delivery situation and related factors during their clinical experience. Material and Methods: In this cross sectional descriptive analytic study, two self administered questionnaires were given to 148 students and 26 educators who were engaged in clinical experiences at least for one semester. The questionnaires consisted of three parts: Personal characteristics, a checklist for quality of feedback provision and related factors. The data were analized using SPSS version 16 with t-test, MannWithney, Spearmann and Kruskal–Wallis. Results: There was a significant difference between the two viewpoints of the groups about feedback situation scores. All educators stated that they delivered feedback to their students while 23.65% of students stated that they didn’t receive any feedback. The majority of the two groups stated that feedback provision is necessary and expressed their willingness to increase its quantity.Moreover there was a significant difference between scores given to oral and behavioral feedback delivery by two groups. Common feedback failiure as viewed by the two groups included: "too many students "and "different style of learning". Conclusion: The viewpoints of clinical students and educators about feedback delivery situation in clinical education were not the same.