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Challenges With Clinical Feedback Provision in Northern Malawi.

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Title: Challenges With Clinical Feedback Provision in Northern Malawi.
Authors: Mbawa, Dorothy Ndekha1,2 (AUTHOR) dorothy@stjohnscollegeofnursing.com, Konyani, Alice1 (AUTHOR), Mbakaya, Balwani3,4 (AUTHOR), Bvumbwe, Thokozani1 (AUTHOR), Phuma‐Ngaiyaye, Ellemes1 (AUTHOR)
Source: Clinical Teacher. Jun2025, Vol. 22 Issue 3, p1-9. 9p.
Subject Terms: *Medical teaching personnel, *Qualitative research, *Student engagement, *Assessment for learning (Teaching model), Patient care, Thematic analysis
Abstract: Background: Feedback is vital for students' learning, skill development, reflection and bridging performance gaps, contributing to high‐quality care. However, evidence reveals gaps in its delivery. This study aimed to explore the challenges clinical teachers face during feedback provision in Northern Malawi. Methods: The study employed a qualitative approach utilizing descriptive phenomenological design. Twenty participants with 6‐ to 12‐year clinical teaching experience were conveniently sampled. Eleven had bachelor's degrees, eight held master's degrees and one had a PhD. Data were collected through in‐depth face to face interviews and manually analysed using thematic analysis according to Braun and Clarke's six phase framework. Results: The study identified three main themes in providing feedback: (1) clinical teacher challenges, (2) student challenges and (3) clinical facility challenges. Clinical teachers reported time constraints, large student numbers, lack of formal training and insufficient faculty support. Students' fear and poor attitudes were highlighted along with poor infrastructures for effective feedback delivery. Conclusion: Addressing the identified challenges requires multifaceted approaches, such as formal feedback orientation programmes, standardized feedback rubrics and improved collaboration between colleges and hospitals. These targeted interventions will enhance the feedback process and improve students' clinical competency, ultimately improving the quality of patient care postgraduation. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Challenges With Clinical Feedback Provision in Northern Malawi.
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  Data: <searchLink fieldCode="AR" term="%22Mbawa%2C+Dorothy Ndekha%22">Mbawa, Dorothy Ndekha</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> dorothy@stjohnscollegeofnursing.com</i><br /><searchLink fieldCode="AR" term="%22Konyani%2C+Alice%22">Konyani, Alice</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mbakaya%2C+Balwani%22">Mbakaya, Balwani</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bvumbwe%2C+Thokozani%22">Bvumbwe, Thokozani</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Phuma‐Ngaiyaye%2C+Ellemes%22">Phuma‐Ngaiyaye, Ellemes</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Jun2025, Vol. 22 Issue 3, p1-9. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Medical+teaching+personnel%22">Medical teaching personnel</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+for+learning+%28Teaching+model%29%22">Assessment for learning (Teaching model)</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+care%22">Patient care</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
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  Data: Background: Feedback is vital for students' learning, skill development, reflection and bridging performance gaps, contributing to high‐quality care. However, evidence reveals gaps in its delivery. This study aimed to explore the challenges clinical teachers face during feedback provision in Northern Malawi. Methods: The study employed a qualitative approach utilizing descriptive phenomenological design. Twenty participants with 6‐ to 12‐year clinical teaching experience were conveniently sampled. Eleven had bachelor's degrees, eight held master's degrees and one had a PhD. Data were collected through in‐depth face to face interviews and manually analysed using thematic analysis according to Braun and Clarke's six phase framework. Results: The study identified three main themes in providing feedback: (1) clinical teacher challenges, (2) student challenges and (3) clinical facility challenges. Clinical teachers reported time constraints, large student numbers, lack of formal training and insufficient faculty support. Students' fear and poor attitudes were highlighted along with poor infrastructures for effective feedback delivery. Conclusion: Addressing the identified challenges requires multifaceted approaches, such as formal feedback orientation programmes, standardized feedback rubrics and improved collaboration between colleges and hospitals. These targeted interventions will enhance the feedback process and improve students' clinical competency, ultimately improving the quality of patient care postgraduation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2025
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