Comparación entre feedback oral y escrito en el rendimiento académico de estudiantes de segundo año de infectología oral de la Universidad San Sebastián 2021

Abstract

Feedback is an essential part of the learning process, which aims at providing students with information that allows them to identify their strengths and weaknesses throughout the learning process. There are seven principles of good feedback indicating that it should be timely, appropriate to the student's level, non-judgmental, structured, specific, detailed, and maintain the student's confidence and security. The studies clearly specify one's goals for delivering effective feedback, however the correct way to deliver it is not covered. The following study aims to analyze the effect of the application of feedback, both written and oral, on the academic performance of second-year oral infectology students at San Sebastián University. The study has a post-positivist paradigm with a pre- and post-test experimental design, it presents a quantitative approach with a correlational scope and a prospective longitudinal temporality. The sample selection was for convenience. The data collection was through a checklist where the student's performance in the procedure taught was observed and after that, the checklist of the same procedure was applied again after the delivery of the feedback. Secondly, academic performance was compared, based on the grade obtained from the checklist, between the group that received oral feedback and the one that received written feedback. The results indicate that there are statistically significant differences, but of low intensity in academic performance when applying oral feedback and written feedback. Oral feedback results in better academic performance.