Feedback on Ophthalmic lectures from 4th year MBBS in a female institute

Abstract

Purpose: To take feedback on Ophthalmic lectures from 4^th year MBBS in a female medical institute. Introduction: It is necessary to review teaching and assessment methods at regular intervals so that methodologies can be modified for improving the undergraduate medical education. Various evaluation tools, such as feedback, might help the faculty to identify the strengths and weaknesses of their teaching and assessment methods. Material and Methods: A survey was conducted at Fatima Jinnah Medical University, Lahore. Five static questions and two open ended questions were asked about the ophthalmology lectures being conducted in the academic year 2014-15. Students were asked to rate the ophthalmology lectures. Open suggestions were taken at the end. No verbal feedbacks were taken. Results:  A total of 230 female students from 4^th year MBBS academic year 2014-15, Fatima Jinnah medical University, participated in the study and completed the feedback forms. Percentages and frequencies were noted for the questions using a five point rating scale. A mean of 6.96+ 2.5 was noted for the rating scale. Qualitative data was identified by certain themes e.g. interactive session, Easy language / explain medical terminologies, Presence of clinical cases in lecture theatre, Scenario based questions, More lectures by professors’, Teachers’ Attire, Male facilitators’ should keep a distance etc. Conclusion: Feedback is very important; it highlights certain facts which would otherwise remain undetected. A different mindset might be encountered by facilitators, regarding social and religious inhibitions, when teaching in an all female medical institute. Anonymous feedback gives the students an opportunity to explain their problems and suggestions to the concerned department. On the other hand it enables the teaching staff to improve their ways in which they can prove more beneficial for the professional and social growth of their students.