EXPLORING TOP-PERFORMING MEDICAL STUDENTS’ PERSPECTIVES ON FEEDBACK PRACTICES IN UNDERGRADUATE MEDICAL EDUCATION: A QUALITATIVE STUDY

Abstract

Objective: To explore the perceptions and experiences of top-performing
undergraduate medical students regarding timely and constructive feedback in
medical education.
Methodology: A qualitative exploratory phenomenological study was conducted
at CMH Kharian Medical College from January to April 2026 after ethical
approval. Twelve top-performing MBBS students (≥75% marks or top 10% of class)
were selected through purposive sampling. Data was collected using
semi-structured interviews based on open-ended questions. Interviews were
conducted in English or Urdu, transcribed verbatim and analyzed using Braun
and Clarke’s six-step thematic analysis framework with the help of NVivo 12 Pro.
Member checking was performed to ensure credibility.
Results: Thematic analysis revealed five major themes: perceived importance of
feedback, characteristics of effective feedback, barriers to feedback utilization,
utilization of feedback among high achievers and recommendations for
improvement. Students considered feedback essential for identifying learning
gaps and guiding self-directed learning. Effective feedback was described as
timely, specific, constructive, and individualized. Major barriers included delayed
feedback, lack of clarity, and negative emotional responses. High-achieving
students demonstrated active engagement with feedback by reflecting on and
applying it to improve performance. Participants recommended structured
feedback systems, use of digital platforms, and faculty training to enhance
feedback practices.
Conclusion: Top-performing students value and actively utilize feedback;
however, systemic and delivery-related barriers reduce its effectiveness.
Implementing structured, timely, and learner-centered feedback approaches, supported by faculty development and digital integration, can significantly enhance learning outcomes and professional growth in medical education