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Key barriers included lack of formal training, large student numbers, and stressful OSCE environments.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},317239,1790899605,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336464648746,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Abdullah Z et al.,  \nFeedback in Objective Structured Clinical Examinations  \nDOI: [https://doi.org/10.54393/pjhs.v7i3.3756](https://doi.org/10.54393/pjhs.v7i3.3756)  \nPAKISTAN JOURNAL OF HEALTH SCIENCES  \n(LAHORE)  \n[https://thejas.com.pk/index.php/pjhs](https://thejas.com.pk/index.php/pjhs)  \n[ISSN](ISSN) ( [E](E) ) [:](:) 2790-9352,(P): 2790-9344  \nVolume 7, Issue 03 ( March 2026)  \n| Original Article \u003Cbr>Faculty Perceptions of Feedback in Objective Structured Clinical Examinations ( OSCEs)\u003Cbr>|  |\n| --- | --- |\n| Zainab Abdullah1*, Lubna Kashif2, Marina Khan3, Syeda Sanaa Fatima4, Asya Tauqir5 and Saima Manzoor5 |  |\n| ¹ Department of Medical Education, Bashir College of Dentistry, Islamabad, Pakistan ² Department of Medical Education, Khyber Medical College, Peshawar, Pakistan ³ Department of Medical Education, Gandhara University, Peshawar, Pakistan ⁴ Department of Medical Education, Pak International Medical College, Peshawar, Pakistan ⁵ Department of Community Medicine, Women Medical College, Abbottabad, Pakistan |  |\n| A R T I C L E I N F O\u003Cbr>Keywords:\u003Cbr>Objective Structured Clinical Examination , Feedback, Faculty Perception, Clinical Assessment, Medical Education\u003Cbr>How to Cite:\u003Cbr>Abdullah, Z. , Kashif, L. , Khan, M. , Fatima, S. S., Tauqir, A. , & Manzoor, S. (2026) . Faculty Perceptions of Feed bac k i n O bjective St ructu red C li nica l Examinations ( OSCEs) : Feedback in Objective Structured Clinical Examinations . Pakistan Journal of Health Sciences, 7(3), 118-123 . [https://doi.org/](https://doi.org/)[ ](https://doi.org/)[10.54393/pjhs](10.54393/pjhs).v7i3.3756\u003Cbr>*Corresponding Author:\u003Cbr>Zainab Abdullah\u003Cbr>Department of Medical Education, Bashir College of Dentistry, Islamabad, Pakistan\u003Cbr>[dr.xainab@gamil.com](dr.xainab@gamil.com)\u003Cbr>Received Date: 26th December, 2025\u003Cbr>Revised Date: 21st January, 2026\u003Cbr>Acceptance Date: 10th February, 2026\u003Cbr>Published Date: 31st March, 2026 | A B S T R A C T |\n|  | Objective Structured Clinical Examinations (OSCEs) are widely used to assess clinical competence in health professions education. Although OSCEs are considered reliable and objective, their educational impact largely depends on the quality of feedback provided. Objective: To evaluate the faculty perceptions regarding OSCE feedback practices in local institutional settings. Methods: This descriptive cross-sectional study was conducted at Bashir Institute of Health Sciences, Islamabad, from January 2025 to June 2025. A total of 110 faculty members involved in OSCE conduction and evaluation were recruited using non-probability consecutive sampling. Data were collected using a structured, self-administered questionnaire developed using expert opinion and feedback from the literature, addressing demographic characteristics, perceptions of OSCE feedback, preferred feedback practices, and perceived barriers. Data were analyzed using SPSS version 26.0 with descriptive statistics and the Pearson Chi-square test. Results: The mean age of participants was 43.37 ± 8.17 years, with females comprising 52.7% of the sample. Most faculty agreed that feedback is essential for student learning (60 .0%) and improves clinical competence (84 . 5%) . Immediate feedback was preferred by 52.7% of participants, while written (33 . 6%) and one-to-one(31 .8%) methods were most favored. Lack of formal training (57.3%), large student numbers (43 . 6%), and stressful OSCE environments (42 .7%) were identiïed as key barriers. No signiïcant associations were observed between overall perception of feedback and faculty characteristics. Conclusions: Faculty members value feedback in OSCEs but face practical challenges that limit its effective delivery. Focused faculty development and institutional support are needed to enhance feedback quality. |\n\nI N T R O D U C T I O N  \nAssessment is a key feature of health professions education, not only as a method of measuring competence but also as a strong inðuence on learning behaviors [1] . The O","cbCaikPhes5QJDr4","https://ap.wps.com/l/cbCaikPhes5QJDr4","pdf",663760,"English","# Abstract\n# Introduction\n# Methods and Results\n# Conclusions","[{\"question\":\"What was the study objective regarding OSCE feedback?\",\"answer\":\"To evaluate faculty perceptions regarding OSCE feedback practices in local institutional settings.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"A descriptive cross-sectional study was conducted at Bashir Institute of Health Sciences, Islamabad, from January 2025 to June 2025, recruiting 110 faculty members involved in OSCE conduction and evaluation.\"},{\"question\":\"Which feedback methods did faculty prefer and what barriers were reported?\",\"answer\":\"Immediate feedback was preferred, followed by written and one-to-one methods. Key barriers included lack of formal training, large student numbers, and stressful OSCE environments.\"}]","Faculty Perceptions of Feedback in Objective Structured Clinical Examinations (OSCEs) - Original Article | PDF",1789930459,15]