Reflection: a link between receiving and using assessment feedback
Abstract
Problem statement and background Feedback is essential to learning and practice improvement, yet challenging both to provide and receive. The purpose of this paper was to explore reflective processes which physicians described as they considered their assessment feedback and the perceived utility of that reflective process.Methods This is a qualitative study using principles of grounded theory. We conducted interviews with 28 family physicians participating in a multi-source feedback program and receiving scores across the spectrum from high to low.Results Feedback, especially negative feedback, evoked reflective responses. Reflection seemed to be the process through which feedback was or was not assimilated and appeared integral to decisions to accept and use the feedback. Facilitated reflection upon feedback was viewed as a positive influence for assimilation and acceptance.Conclusions Receiving feedback inconsistent with self-perceptions stimulated physicians' reflective processes. The process of reflection appeared instrumental to feedback acceptance and use, suggesting that reflection may be an important educational focus in the formative assessment and feedback process.
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Facilitated reflection is useful in enhancing the acceptance and use of feedback.
“Furthermore, facilitated reflection was found to be useful in terms of enhancing the acceptance and use of feedback.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [52]
The process of reflection after feedback is often extended, especially when feedback is perceived as negative or conflicts with self-perception.
“The process of reflection, however, was often an extended one, especially when the feedback was perceived as negative or was in conflict with self-perception.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [52]
Reflection influences the assessment and assimilation of feedback and the processing of emotional responses to feedback.
“Reflection was found to influence not only the assessment and assimilation of feedback, but also the processing of their emotional responses to feedback.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [52]
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- Authors
- Sargeant, J. M., Mann, K. V., van der Vleuten, C. P., & Metsemakers, J. F.
- Affiliations
- Dalhousie University (CA)
- Maastricht University (NL)
- Corresponding author
- Sargeant, Joan M.
- ORCID
- Sargeant, Joan M.
- Venue
- Advances in Health Sciences Education
- Published
- 2008-06-05
- Volume
- 14
- Issue
- 3
- Pages
- 399-410
- ISSN
- 1382-4996 (ISSN-L)
- 1573-1677
- OpenAlex
- W2081610335
- Cited by
- 296
- References
- 53
- Citations by year
- 2026: 10 · 2025: 13 · 2024: 13 · 2023: 13 · 2022: 9 · 2021: 19 · 2020: 20 · 2019: 25 · 2018: 30 · 2017: 20 · 2016: 22 · 2015: 15 · 2014: 24 · 2013: 19 · 2012: 15
- FWCI
- 9.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Advances in Health Sciences Education (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Nova Scotia Health Research Foundation
- Dalhousie University
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- assessment feedback, reflective practice, feedback acceptance, negative feedback, general practitioners, multisource feedback, formative assessment, physician self-perception, professional development
- MeSH terms
- Clinical Competence, Feedback, Humans, Interviews as Topic, Physicians, Thinking
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