Barriers to Provide Timely and Constructive Feedback in Undergraduate Medical Education

Abstract

Objective: This study aimed to identify and explore the challenges faced by faculty members in delivering timely and constructive feedback in an undergraduate medical education.Methodology: This was a cross-sectional descriptive study conducted at CMH Kharian Medical College from January 2025 to May 2025. In this study seventy faculty members were involved in student assessment who were selected by non-probability purposive sampling technique. Data were collected using a structured, self-developed questionnaire incorporating demographic infor-mation and items related to feedback delivery and associated challenges, measured on a 5-point Likert scale. Content validity was ensured through expert consultation. Data analysis was performed using SPSS version 24, with descriptive statistics applied. Results: The study identified multiple faculty-perceived barriers impacting timely and constructive feedback delivery, including workload, lack of training, time constraints, and insufficient insti-tutional support. Conclusion: Addressing faculty barriers is crucial to enhancing feedback quality in undergraduate medical education. Institution-al initiatives focusing on faculty training and support systems may improve feedback practices, ultimately enhancing students’ learning and professional development.