Abstract
Background: Clinical supervision can be defined as an activity in the clinical setting as a source of learning and assessment
and problem solving for the student at an undergraduate or post graduate level.
Objective: This study aimed to see if various aspects of clinical feedback received by the students are perceived as the
same by both students and supervising faculty.
Study Design: Cross-Sectional Study.
Place and Duration of Study: Islamic International Dental College, Islamabad, from January to June 2013.
Materials and Methods: An 18 item questionnaire was administered to former final year students and faculty which
supervised them. The responses from each group were analysed and compared for differences in perception to the same
measure of quality of clinical supervision and feedback.
Results: Items which involved communication were rated quite differently by the student and supervisor. Conflicting
feedback was accepted by both, but supervisors thought that it was dealt with while students did not think so. Significance
was set at a p value of 0.05
Conclusion: Exclusive availability of the supervisor and ability to see the task from the student's point of view by listening
and taking time is very important. Supervisors cannot judge the quality of feedback they provide. They must receive
feedback about the feedback they give.
Alia Ahmed, Muhammad. (2014) Quality of Clinical Feedback: Perceptions of Final Year BDS Students Versus their Supervisors, Journal of Islamic International Medical College, Volume-9, Issue-1.
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