WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

( An ISO 9001:2015 Certified International Journal )

An International Peer Review Journal for Medical Science and Pharma Professionals
World Journal of Advance Healthcare Research (WJAHR) has indexed with various reputed international bodies like : Google Scholar , Index Copernicus , SOCOLAR, China , Research Bible, Fuchu, Tokyo. JAPAN , Cosmos Impact Factor , Scientific Indexing Services (SIS) , UDLedge Science Citation Index , International Impact Factor Services , International Society for Research Activity (ISRA) Journal Impact Factor (JIF) , IFSIJ Measure of Journal Quality , Scientific Journal Impact Factor (SJIF) , International Scientific Indexing, UAE (ISI) (Under Process) , International Impact Factor Services (IIFS) , Web of Science Group (Under Process) , Directory of Research Journals Indexing , Scholar Article Journal Index (SAJI) , International Scientific Indexing ( ISI ) , 

ISSN 2457-0400

Impact Factor  :  5.464

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  • 6th International Conference on Human and Soci

    Venue:FCT Education Resource Center, Abuja- Nigeria                                        September 22-24, 2019

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    Its our Pleasure to Inform you that WJAHR Impact Factor has been increased from  4.897 to 5.464 due to high quality Publication at International Level

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    6th INTERNATIONAL CONFERENCE ON EDUCATIONAL TECHNOLOGY AND CURRICULUM STUDIES(ICETC2019) 

     

    Venue: FCT Education Resource Center, Abuja-Nigeria

    September 22-24, 2019

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    FEBRUARY 2023 Issue has been successfully launched on 1 February 2023.

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World Journal of Advance Healthcare Research (WJAHR)Honored the authors with best paper award, monthly based on the innovation of research work. Best paper will be selected by our expert panel.

Best Article of current issue

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Indexing

Abstract

CLINICAL SUPERVISION WITH FEEDBACK MAKES PERFECT: AM I GETTING THE FEEDBACK I NEED IN THE CLINICAL SKILLS LABORATORY?

Abraham R. M.* and Singaram V. S.

ABSTRACT

Feedback to clinical learners about their performance is crucial to their development into competent clinicians yet clinicians who have little or no formal training for this aspect of their teaching role provide most feedback. Effective feedback of clinical skills is dependent on direct observation of task performed and several factors such as type, content, quality, timing, clarity, complexity and language used. Limited research in clinical training has focused on the multicultural medical students? perceptions of feedback and its? influence on the students? learning. Student?s satisfaction with clinical teacher?s feedback on their clinical performance received during directly observed clinical skills formative assessment session was evaluated. Questionnaire with both qualitative and quantitative items was administered to third year medical students. Quantitative data was statistically analysed and the qualitative data was thematically analysed. Response rate: 95% - students. Average scores for the items measured varied between 1.87 and 5 (1- negative to 5 - positive). Majority of the students reported that feedback informed them of their level of competence and learning needs, motivated them to improve on their skills and significantly improved their participation in patient-centred learning activities; however students were concerned about the lack of standard and structured assessment criteria and inconsistency in teachers? feedback. No statistical difference (p<0.05) was found between the mean ratings of the items based on demographic and academic differences. To standardise and enhance consistency of giving feedback by clinicians and establish a culture that supports feedback at all levels of clinical training.

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