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Final-year dental students’ perceptions of verbal feedback in the clinical setting
Thesis (MPhil)--Stellenbosch University, 2018.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2018
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| _version_ | 1867613802729570304 |
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| access_status_str | Open Access |
| author | Peck, Craig William |
| author2 | McNamee, Laksini |
| author_browse | McNamee, Laksini Peck, Craig William |
| author_facet | McNamee, Laksini Peck, Craig William |
| author_sort | Peck, Craig William |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2018. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/105162 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:56.100Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/105162 Final-year dental students’ perceptions of verbal feedback in the clinical setting Peck, Craig William McNamee, Laksini Archer, Elize Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education. Dentistry -- Study and teaching Dental students -- Attitudes UCTD Thesis (MPhil)--Stellenbosch University, 2018. ENGLISH SUMMARY: It is well accepted that verbal feedback has a range of benefits which spans from improving student learning and performance, to increasing professional collaborative dialogue and communication, and even for the development of student identity and self-worth. This study was undertaken at the Dental Faculty of the University of the Western Cape, on a cohort of 71 final year dental students. The purpose of the study was to quantify final year dental students’ perceptions of verbal feedback practices within the clinical setting, as well as to identify any association between their perceptions with gender and home language. The main constructs investigated included the nature of feedback, the value of feedback, the clinical environment and supervisor-specific factors which impact on verbal feedback practices, using a quantitative approach (questionnaire-based) with a strong qualitative component. The findings of this study indicate that not only are final year dental students aware of the multiple benefits of verbal feedback for the improvement of both their theoretical knowledge and clinical skills, but they feel that not enough time is devoted to verbal feedback practices following their clinical sessions. Although dental students within this study are aware of the inherent limiting nature of the dental clinical environment, the over-arching themes which emerged from open-ended written responses overwhelmingly identified the high value that students place on supervisor actions and behaviours during feedback. These findings are well aligned with current literature on feedback practices, which emphasise the importance of mutual respect, professionalism and autonomy of thought as key variables which underpin successful verbal feedback delivery by educators. It is hoped that this study would have contextual significance for the Dental Faculty as well as contribute to the overall body of knowledge regarding feedback, and lead to the development of a faculty student feedback policy. Such a policy would not only have benefit for improving student learning experiences, performances and outcomes, but would directly translate to improving dental care delivery to faculty patients. AFRIKAANSE OPSOMMING: Dit word algemeen aanvaar dat verbale terugvoering 'n verskeidenheid voordele het wat strek van die verbetering van studenteleer en -prestasie, toenemende professionele samewerkende dialoog en kommunikasie, en selfs die ontwikkeling van studentidentiteit en selfwaarde. Hierdie studie was uitgevoer by die Tandheelkunde Fakulteit van die Universiteit van die Wes-Kaap, met 'n kohort van 71 finalejaar tandheelkunde studente. Die doel van die studie was om die finalejaar tandheelkunde studente se persepsies van verbale terugvoerpraktyke binne die kliniese omgewing te kwantifiseer, asook om enige verband tussen hul persepsies met geslag en huistaal te identifiseer. Die belangrikste konstrukte wat ondersoek is, sluit in die aard van terugvoering, die waarde van terugvoering, die kliniese omgewing en toesighouer spesifieke faktore wat 'n impak op verbale terugvoerpraktyke het. Dit is gedoen met behulp van 'n kwantitatiewe benadering (vraelysgebaseerde) met 'n sterk kwalitatiewe komponent. Die bevindings van hierdie studie dui daarop dat die finalejaar tandheelkunde studente nie net bewus is van die veelvuldige voordele van verbale terugvoer vir die verbetering van hul teoretiese kennis en kliniese vaardighede nie, maar dat daar nie genoeg tyd spandeer word aan verbale terugvoeringspraktyke na afloop van hul kliniese sessies nie. Alhoewel tandheelkunde studente binne hierdie studie bewus is van die inherente beperkende aard van die tandheelkunde kliniese omgewing, het die oorkoepelende temas wat uit oop-einde skriftelike antwoorde voortgespruit het, aangedui dat studente baie waarde heg aan toesighoueraktiwiteite en -gedrag tydens terugvoersessies. Hierdie bevindings is goed belyn met die huidige literatuur oor terugvoerpraktyke, waar die belangrikheid van wedersydse respek, professionaliteit en outonomie van denke beklemtoon word as sleutelveranderlikes wat suksesvolle verbale terugvoering deur opvoeders ondersteun. Daar word gehoop dat hierdie studie kontekstuele betekenis vir die tandheelkunde fakulteit sal he, sowel as bydra tot die algemene kennis van terugvoer praktyke, asook lei tot die ontwikkeling van 'n studente-terugvoer beleid vir die fakulteit. So 'n beleid sal nie net bydra tot die verbetering van leerervarings, studente gedrag en uitkomste nie, maar sal ook direk bydra tot die verbetering van tandheelkunde sorg aan die fakulteit se pasiente. Masters 2018-11-22T06:15:15Z 2018-12-10T06:35:13Z 2018-11-22T06:15:15Z 2018-12-10T06:35:13Z 2018-12 Thesis http://hdl.handle.net/10019.1/105162 en_ZA Stellenbosch University iv, 74 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Dentistry -- Study and teaching Dental students -- Attitudes UCTD Peck, Craig William Final-year dental students’ perceptions of verbal feedback in the clinical setting |
| title | Final-year dental students’ perceptions of verbal feedback in the clinical setting |
| title_full | Final-year dental students’ perceptions of verbal feedback in the clinical setting |
| title_fullStr | Final-year dental students’ perceptions of verbal feedback in the clinical setting |
| title_full_unstemmed | Final-year dental students’ perceptions of verbal feedback in the clinical setting |
| title_short | Final-year dental students’ perceptions of verbal feedback in the clinical setting |
| title_sort | final year dental students perceptions of verbal feedback in the clinical setting |
| topic | Dentistry -- Study and teaching Dental students -- Attitudes UCTD |
| url | http://hdl.handle.net/10019.1/105162 |
| work_keys_str_mv | AT peckcraigwilliam finalyeardentalstudentsperceptionsofverbalfeedbackintheclinicalsetting |