Student’s feedback in pre-clinical intergrated teaching activities of instructors and associated factors

https://doi.org/10.52322/jocmbmh.11.en.06

ABSTRACT

Introduction: Student's feedback on instructors' teaching and learning activities is a reliable source of information that helps instructors adjust teaching activities and enhance instructors' sense of responsibility. Integrated pre-clinical practice teaching is a new method implemented for the first time at the College to equip students with medical knowledge, skills, and attitudes when communicating with patients before student's clinical internships.

Objectives: The study aims to survey students' feedback on pre-clinical integrated teaching activities and to learn some factors related to instructors' integrated pre-clinical teaching activities.

Material and Methods: A cross-sectional descriptive study was conducted on 211 nursing students using the stratified random sampling method, and 12 instructors participated in pre-clinical integrated teaching. The questionnaire used is based on the research of author Mahvash Salsali and referenced according to the instructions of the Ministry of Education and Training of Vietnam. The tool sets are standardized with Cronbach's alpha > 0.8.

Results: Research results showed that: The average score of student feedback on classroom organization skills is 4.39 ± 0.56, on teaching methods is 4.37 ± 0.56; caring for students is 4.37 ± 0.57; The test evaluation method is 4.31 ± 0.58, the general assessment of teaching activities is 4.36 ± 0.57.

Conclusions: Students are satisfied and appreciate the effectiveness of the lecturer's integrated pre-clinical teaching activities. Instructors' gender and age are factors that influence integrated preclinical teaching activities.

Keywords: Integrated teaching, student feedback, pre-clinical

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