# Training academic staff for effective feedback in workplace-based assessment: a study in Bhutan

## TL;DR

A study in Bhutan found that training medical staff improved their ability to give effective feedback, which helps students learn better in workplace settings.

## Contribution

The study demonstrates the effectiveness of faculty development training in improving feedback practices in medical education.

## Key findings

- Faculty confidence in providing feedback improved significantly after training and remained so for 6 months.
- Qualitative analysis showed feedback became more constructive and focused after training, though some decline occurred by 6 months.
- Residents received more useful feedback post-training, indicating potential for enhanced learning in workplace-based assessments.

## Abstract

The feedback plays a critical role in competency-based education in both undergraduate and Postgraduate medical education. The study explores the impact of a faculty development program on feedback practices of residents and faculty of ENT and ER medicine at Gyalpo University of Medical Sciences of Bhutan (KGUMSB).

This mixed method study was conducted in two departments with 14 faculty members participating in the study. The questionnaire was used to obtain the perception of feedback before and after a Faculty Development Training (FDT) on good feedback practices. Student “t” test was used to compare the feedback perception at day 0 and 6 months and the responses were qualitatively analyzed using thematic analysis.

(a) Quantitative: The confidence of faculty to provide feedback improved significantly after FDT as compared to before FDT and it persisted in the same for 6 months (p-value 0.041 and p-value 0.027 respectively). The overall perception of feedback as a tool significantly changed positively after FDT and at 6 months (p-value p-value = 0.000). (b) Qualitative: Two thematic areas of process and teaching-learning were analyzed. Faculty showed improved and more focused feedback after training, but signs of decline by 6 months highlighted the need for refresher training. Feedback initially improved for residents, as it became more constructive and useful, though by 6 months, it showed potential for further refinement and consistency.

The findings from this study are suggestive that feedback may have excellent potential as a tool for enhanced student learning in WPBA encounters.

The online version contains supplementary material available at 10.1186/s12909-025-07314-4.