Barriers and promotors in receptivity and utilization of feedback in a pre-clinical simulation based clinical training setting
Objective: Many studies have explored feedback effectiveness using interventions focused on feedback delivery. It is equally important to consider how learners actively receive, engage with and interpret feedback. This study explores how medical students receive and use feedback in pre-clinical skills training.
Method: Focus group data from 25 purposively selected thirdyear medical students was thematically analysed. Four major themes and eight sub-themes related to the facilitators and barriers to feedback receptivity and utilisation to feed forward emerged from the data.
Results and Discussion: Students were receptive to feedback when its purpose and content aligned with their personal objectives, when it was consistent between tutors, and when it involved developing longitudinal relationships. The clinical skills formative logbook feedback culture with a learning focus was perceived to be predictive of their future performance and they were likely to take feedback on board, emphasising the role of reflection in this process. The depth and timing of actual feedback use varied among students, and language barriers hindered decoding feedback. Students’ self-regulatory focus on the feedback process had a dominant influence on their active use of feedback.
Conclusion: Incorporating learner behaviour underlying feedback use should be considered when designing interventions to promote feedback engagement, feedback literacy skills and responsibility sharing in the feedback process. Establishing a learning culture that promotes shared responsibility between clinical educators and learners enable greater control by learners over assessment and feedback processes and a commitment to behaviour change.
Bangladesh Journal of Medical Science Vol.20(3) 2021 p.594-607
Copyright (c) 2021 Reina M Abraham, Veena S Singaram
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in the Bangladesh Journal of Medical Science agree to the following terms that:
- Authors retain copyright and grant Bangladesh Journal of Medical Science the right of first publication of the work.
Articles in Bangladesh Journal of Medical Science are licensed under a Creative Commons Attribution 4.0 International License CC BY-4.0.This license permits use, distribution and reproduction in any medium, provided the original work is properly cited.
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post their work online (e.g., in institutional repositories or on their website) as it can lead to productive exchanges, as well as greater citation of published work.