Preferencias y percepciones de feedback en estudiantes de odontología

Abstract

Introduction: Within dental education, it is proposed to investigate clinical feedback and its link with the learning of undergraduate dental students. Through a search in the scientific literature and a methodological review, including references related to dentistry. The Anglo-Saxon term "feedback" means "feedback" in Spanish. Among the purposes of an effective delivery of feedback to the student are to generate a level of satisfaction between the student and the teacher, improving the relationship by "promoting meaningful and deep learning, in addition to promoting a climate conducive to learning." Some of the barriers that prevent effective feedback are the lack of specific information between a student's observed performance and a given standard. Likewise, the ignorance of the students about the learning results, competences, or proposed curricular objectives to improve their performance hinders this feedback dialogue even more in cases of being accompanied by teachers not adequately trained to develop and implement effective feedback delivery strategies which would undoubtedly generate a weakening in learning. Objectives: It is to determine what are the preferences and perceptions of feedback in undergraduate students of UFT dentistry. Methodology: Observational, descriptive, cross-sectional study design. Population and sample are enrolled fourth and fifth year students (approximately 100). The universe to be studied comprised all UFT undergraduate dentistry students of both sexes, who are in their fourth and fifth years who meet the inclusion and exclusion criteria. The data collection instrument was a survey. Results: The analysis of the main components of the survey preferences and feedback perceptions in UFT dentistry students. He understood demographic data, such as the sex of the participants are male 31%, female 69% and prefer not to say 0% (M = 1.69 SD = 0.467). The ages of the respondents ranged between 21 and 35 years (M = 24.5 years. SD = 2.36) with 53% between 23-24 years. The academic year of the students 54% fourth year ,46% fifth year of dentistry (M = 4.6 SD = 0.502). The academic situation of students who failed a course during their career is 69% and those who did not fail 31% (M = 1.31 SD = 0.467). In addition, the results of the feedback preferences highlight the value that students place on feedback for their learning and future professional performance.