Many educators adopt feedback models from articles and books which contain various feedback
strategies rather than depending on their own experiences. Mini Clinical Evaluation Exercise (MiniCEX) is a Workplace-Based Assessment (WPBA) that requires the examiner to observe the student
performing a focused task within 15-20 minutes at the clinic or ward with compulsory immediate
feedback. The aim of this study is to identify the feedback strategies adopted by family physician
lecturers during the feedback session at the end of the mini-CEX assessment. A qualitative methodology
using indirect observation was adopted for this cross-sectional study. Thirty-three Mini-CEX feedback
sessions were selected using a purposive sampling involving 33 Final Year Medical Students and
fourteen Family Physician lecturers at the Department of Family Medicine, National University of
Malaysia. The feedback sessions were audio-recorded, transcribed and analysed using content analysis.
Results showed eight feedback strategies were adopted in the feedback sessions. The majority of the
feedback sessions were conducted in a dialogic approach through self-reflection (96.7%). However, the
students’ contribution was minimal in student’s plan for improvement (36.3%) and self-scoring
(39.4%). 90.9% of the students were also praised on their correct performance and received plan for
improvement. From 60.6% of the candidates who were informed of their final scores, 45.4% of the
scores were justified. 24.2% of the students were offered to ask questions during the feedback session.
More exposure to various feedback strategies may provide better advantage for the students to monitor
and improve their level of achievement. Adopting a dialogic feedback approach is crucial to encourage
a sense of belonging in the process of feedback.