FEEDBACK

Objectives: To explore perception of Khyber Medical University teachersregarding challenges in provision of timely feedback to students. Setting: Khyber MedicalUniversity, Peshawar. Period: March 2016 to September 2016. Methods: A qualitative multiplecase study in which seven focus group discussions with seven constituent institutes of KhyberMedical University have been conducted, each institute is taken as one case, selected throughpurposive maximum variation sampling technique. Each FGD was audio-recorded, transcribedverbatim, analyzed and themes were identified. Results: Total forty faculty members participatedin seven focus group discussions. Three themes that emerged were ”institutionalization offeedback” indicating need of establishing a feedback culture so that it is taken as a norm bothby teachers and students; “Lapses in feedback priority” indicating teachers don’t give priorityto feedback due time constraints, work overload, lack of training and resource deficiencies:“establishing manageable model of feedback at organizational/institutional level” indicatinga need for developing a feasible feedback model compatible to university contextual needsinstead of implementing any ideal feedback model. Conclusion: The concept of providing andreceiving feedback is deficient and its significance with respect to teaching and learning islacking. Contextual academic workload and time constraints may impact the quality and timingof feedback provided. There is need of collaborations between university administration andfaculty so that feedback can be utilized effectively in the learning process.