Table 2 Recommendations from the study on the feedback

1

Feedback is important to students, should continue to be provided and needs to be improved within DDUH.

2

The DDUH should consider how it may alleviate the time pressures associated with giving appropriate feedback. Feedback should be at least weekly, but preferably during and after each clinical session. Consider appropriate time for feedback to be given possibly in dedicated slots.

3

In recognition of a reluctance to approach clinical teachers, the development of student literacy in the process should be addressed and prioritised. Students would like feedback should be both oral and written forms and given also for the excellent and good grades. It should have sufficient detail.

4

To address the manageability of feedback practices some consideration should be given to involving an element student self-assessment in the senior clinical years to promote their responsibility for recognising and achieving learning objectives in CLE. Students need to understand their part in the feedback process.

5

Consideration should be given to peer-to-peer discussion of cases lead by clinical teachers. Consider mentoring and communication training for CS. Useful to discuss prior to session what the student hopes to take away from the session (i.e., individualised learning outcomes on clinical sessions)