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.
Introduction: Entrepreneurship CMIE 1022 module was introduced in February 2012 and was made compulsory to all first year undergraduate students in all faculties of Universiti Kebangsaan Malaysia (UKM). The main objective of CMIE 1022 is to expose the students to entrepreneurship with implementation of online teaching and business game simulation.
Method: Module evaluation form was distributed among medical and nursing students at the end of the module.
Result: One hundred seventy-seven students responded to the survey with 50.3% of the respondents agreed that their soft skill have improved, 37.8% for increased awareness of entrepreneurship, 25.6% has increased their interest in entrepreneurship and 22.22% agreed to apply in their own courses. More than three quarter of the students agreed that the lecturers and teaching assistants teaching methodology were acceptable. However, only 18.4% agreed that this course should be taken by all students of UKM.
Conclusion: This study showed despite increase in soft skills and interests including high performance of the academics, most students disagreed on the introduction of CMIE 1022 course to all UKM students. It is suggested that the course curriculum to be reviewed in order to achieve the objectives.