Perceptions and Clinical Applications of Feedback Type

Abstract

students’ perceptions and clinical applications of feedback in Clinical Dental Hygiene Education in 2019. The study explores Ego-Stroking Sandwich feedback and Non Sandwich feedback as the feedback types and Instructors feedback vs. Scoring guide feedback as the feedback delivery method. Methods: Eleven participants participated in the study. An initial questionnaire assessing perceptions of feedback was administered. Participants performed a maxillary and a mandibular impression while receiving a type of feedback; the impressions were evaluated using a scoring guide. A post impression questionnaire was administered to gather participants’ perceptions on preferred feedback delivery method. Results: The results show that Ego Stroking Sandwich and Motivation (M=3.511, SD=.488) was slightly less effective than Non-Sandwich and Encouragement (M=3.597, SD=.336) and the Instructor Feedback subscale (M =3.28 , SD =.443) had a statistically significant higher mean for students in the Ego Stroking Sandwich condition than the Scoring Guide subscale did (M= 2.67 , SD = .242). The instructor feedback subscale had a statistically significant higher mean (M= 3.70, SD = .253) for students in the Non-Sandwich condition than the Scoring Guide subscale did (M= 2.71, SD = .149). These results indicate that students prefer instructor feedback to scoring guide feedback. Conclusion: In allied dental education, feedback is the basis for clinical teaching and student skill development. In order to deliver feedback effectively, instructors must understand different types of feedback available and different ways of delivering feedback in the clinical setting to foster self efficacy. Keywords: Feedback, Dental Hygiene, Feedback in Dental Hygiene, Feedback in Allied Education, Feedback in Clinical Education, Formative Feedback, Clinical Teaching, Educational Assessment, Education, Dental. Operational Definitions Feedback: Verbal delivery of information to the student in order to fill the gap between instruction and learning, address faulty interpretations of performance and/or to improve performance and skills that are in the developmental novice stage. Ego Stroking Sandwich Type Feedback: In this study it is defined as feedback type given to the student using a combination of praise at the beginning, substantive feedback in the middle, and praise at the end. This type of feedback is many times confused with sandwich type feedback when delivering feedback. Non-Sandwich Type Feedback: Feedback type given to the student using direct, task oriented, positive or negative feedback without praise at the beginning and end of the statement. Sandwich Feedback Type: The sandwich type feedback is considered good when it provides positive feedback at the beginning, more feedback in the middle and ends with more positive feedback. This should not be confused with Ego Stroking Sandwich Type feedback that uses ego-stroking statements at the beginning and end.