Effects of Feedback on Midwifery Students’ Self-Assessed Performance and Their Self-Assessment Ability: A Quasi-Experimental Study

Abstract

This study aimed to evaluate the effects of verbal and written feedback in clinical midwifery placement on students’ self-assessed performance and their self-assessment ability. This three-group quasi-experimental study was conducted on 120 students. Participants in the control group received clinical education through the routine method, while in the feedback groups received either verbal or written feedback methods on the basis of the sandwich feedback model. In the last day of clinical education, a checklist was simultaneously filled out by participants and a second instructor. There was significant direct correlation between the scores of performance assessment by both the second instructor and students in the control group ( r = .38, p = .01), the verbal feedback group ( r = .63, p < .001), and the written feedback group ( r = .74, p < .001). The rates of student–instructor agreement in the control, verbal feedback, and written feedback groups were 32.5%, 70%, and 77.5%, respectively. Feedback is effective in significantly improving students’ self-assessment ability.