MOHAMMED ALGABGAB¹
Michal Tombs²
1 PhD Student in Medical Education, School of Medicine, Cardiff University, Heath Park, Cardiff, CF14 4YS,Lecturer in Prince Sultan college, King Saud University, Riyadh, Saudi Arabia
2 Reader in Medical Education,School of Medicine, Cardiff University,Heath Park, Cardiff, CF14 4YS 

Clinical feedback is a core component of formative assessment in EMS.It promotes learning by informing students of their progress,helps them identify their learning needs,and motivates them to engage in appropriate learning activities1.The abrupt shift to remote learning and feedback strategies presented an opportunity to investigate whether remote methods of clinical feedback can address some of the challenges previously expressed by learners and faculty,and whether certain practises should continue post-pandemic.This study compared near and far clinical feedback methods in an effort to inform future educational practices.A mixed-methods approach was utilized.376students and 83clinical supervisors from five Saudi EMS institutions filled out a questionnaire to evaluate the quality,effectiveness,and preferences of remote feedback.60 students and32 clinical supervisors volunteered in semi-structured interviews to gain insight into the pandemic effectiveness of online feedback systems.Findings indicate varying preferences and perceptions between students and faculty regarding near and far feedback methods.Students favoured the immediate,interpersonal nature of Near feedback,while faculty appreciated the convenience and detail-oriented nature of Far feedback.A significant difference in the perceived effectiveness of online feedback was identified,with faculty rating it higher than students.The students and faculty reported challenges in adapting to the online feedback platforms due to technological issues and a desire to return to traditional feedback methods.This study underscores the importance of considering both students' and faculty's perspectives when designing clinical feedback systems.While far feedback offers benefits such as convenience and flexibility,the immediacy and personal nature of near feedback cannot be overlooked.Whilst the use of online feedback appears beneficial, there is a significant need for comprehensive and updated training for faculty to overcome the identified technological issues and stay abreast of advancements in e-learning platforms.Future EMS education strategies should aim for a hybrid approach, amalgamating the strengths of both near and far feedback methods,supported by continuous technological improvements and a culture of continuous stakeholder engagement. 

References (maximum three) 

Burgess, A., van Diggele, C., Roberts, C. et al. 2020. Feedback in the clinical setting. BMC Medical Education (2), 460. https://doi.org/10.1186/s12909-020-02280-5