Dental Teacher Feedback and Student Learning: A Qualitative Study

Introduction: Feedback is essential to improve student learning and motivation encourage curriculum development by teachers. This study looked at feedback from dental students a qualitative perspective. Methods: Dental teachers were recruited exclusively this the membership of Association for Education in Europe (ADEE). Delegates each four annual ADEE conferences invited attend focus groups discuss aspects feedback. Focus established an individual theme respective conferences: (i) role teacher delivering feedback; (ii) students’ perspective; (iii) changes due COVID-19 pandemic; (iv) integrating with assessments. Results: Qualitative data collected conference delegates diverse thought provoking. reported different styles varying individual, personal no all. An enforced mostly positive adaptation online delivery during pandemic was reported. A partial return pre-pandemic practices described. Conclusions: well recognized as contributing learning. universal approach part process can be challenging multitude variables. Many education, teaching, adopted result have been retained post-pandemic, thereby accelerating anticipated progression teaching.