Discussion
generalised
The present study is the first of its kind to compare the perceptions of undergraduate dental students towards two different feedback models during a dental materials science practical session, namely the feedback sandwich and ATA. Undeniably, providing useful and effective feedback is crucial to dental education as it can encourage active learning and promote the accomplishment of specific learning outcomes [Although generally both feedback models received positive perceptions with no significant difference among undergraduate students, three questionnaire items were found to be significantly different between feedback sandwich and ATA models based on the individual questionnaire item comparison. The majority of the students in the feedback sandwich group (mean score = 1.91) agreed that the feedback given allows them to improve their performance in mixing and manipulating dental materials as compared to students in the ATA group (mean score = 1.71). Such a finding is in accordance with a previous study conducted among third-year medical students who agreed that feedback sandwich would help to improve their performance on clinical note-writing [Moreover, a significant number of students in the feedback sandwich group (mean score = 1.94) agreed that the feedback provided motivated them to improve their technique in mixing and manipulating dental materials as compared to students in the ATA group (mean score = 1.74). This can be explained by self-determination theory, acknowledging the importance of motivation as a mean to achieve learning goals [Surprisingly, most of the students in the feedback sandwich group (mean score = 1.85) agreed that they enjoyed the way the teacher provided feedback during the session as compared to students in the ATA group (mean score = 1.60). This is also supported by the open-ended responses whereby students in the feedback sandwich group enjoyed the session and felt more confident when positive feedback was given before and after negative feedback. Scholars have argued that adopting the ATA model for feedback improves students' accountability for their learning since they must begin the feedback dialogue with their own self-evaluation [In addition, no significant difference was noted when comparing the total perception scores obtained from the two feedback models while controlling potential confounding effects of gender and ethnicity. This finding defies previous research highlighting that male and female students had distinct interests and learning styles. Male students tend to be more engaged in their learning and interact with teachers more than their female counterparts [In general, both feedback models have several advantages and disadvantages. The feedback sandwich model's proponents contend that beginning and concluding with specific praise builds the receiver's comfort and trust, increases their openness to criticism and reduces the potential harm that criticism might do to their self-esteem [Several flaws were noted in the present study. First, the students were recruited from a single institution, and thus, the findings could not be generalised to all Malaysian dental students. Future research should include students from different dental schools in the country as well as comparing with students from other nations. It is worth noting that dental degrees are offered as post-graduate programmes in some countries and students’ previous educational backgrounds, maturity and life experience may affect their perceptions and utility of various feedback models [