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Cited by 99Innovations in Medical EducationStudent Assessment and FeedbackClinical Reasoning and Diagnostic Skills

Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.”

Open access
Bowen, Lucy, Marshall, Michelle, Murdoch-Eaton, Deborah·2017·Academic Medicine
DOI 10.1097/acm.0000000000001632
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Abstract

Purpose: Using the “educational alliance” as a conceptual framework, the authors explored medical students’ beliefs about feedback and how their feedback behaviors reflect their perceptions. Method: Five focus groups (four to six medical students each) at one UK medical school in 2015 were used to capture and elucidate learners’ feedback perceptions and behaviors within the context of the learner–educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process. Qualitative data were analyzed using an approach based on grounded theory principles. Results: Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Conceptual models illustrating the relationships between the themes and each behavior were developed. Learning culture influenced all three behaviors with a wide context of influences. Conclusions: Ensuring that feedback leads to improved performance requires more than training educators in best practices. The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange. The educational alliance approach is underpinned by a mutual understanding of purpose and responsibility. Enhancing learners’ feedback literacy skills seems to be the key aspect of the educational alliance in need of attention. Empowering learners to recognize, seek, and use feedback received within diverse learning cultures is essential.

AI snapshot

Written from the paper’s full text.

TL;DR

Using the “educational alliance” as a conceptual framework, the authors explored medical students’ beliefs about feedback and how those beliefs relate to their feedback behaviors. They identified three learner feedback behaviors—recognizing, using, and seeking feedback—shaped by five core themes, with learning culture influencing all three.

Key findings

  • Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influenced these behaviors: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Learning culture influenced all three behaviors with a wide context of influences.
  • Twenty-five students (16 men, 9 women) participated in five focus groups (4–6 students each, 55–70 minutes). Junior students often saw themselves as recipients of feedback and were sometimes confused about what constituted feedback; senior students more often consciously sought feedback and described using it in a more self-directed way.
  • The feedback map increased students’ awareness of available feedback opportunities and generated discussion; learners across year groups indicated they would be more proactive in seeking feedback after using it.
  • Students described a “tick-box” culture, competence but not excellence, and rotation/time pressures affecting relationships. Written feedback was often seen as generic or limited, while verbal feedback was valued for dialogue and video feedback was valued for self-evaluation.

Methods

  • Qualitative study using five focus groups (4–6 medical students each) at one U.K. medical school in 2015, with one group per year group; 25 students participated (16 men, 9 women). A curriculum feedback map was used as a tool to explore engagement with the feedback process.
  • Focus groups lasted 55–70 minutes, were audio-recorded, transcribed with field notes, and analyzed using an approach based on grounded theory principles. Analysis used constant comparative methods, NVIVO, iterative comparisons within and across groups, peer debriefing, and reflexive dialogue; conceptual models were developed and tested against the data.

Limitations

  • The paper states that the small sample size from within one institution could be identified as a limitation, though the purpose was in-depth exploration. It also states that member checking was not performed, although audio recordings were used to check authenticity of data interpretation.
  • Evident from the text: the findings rely on self-reported focus group perceptions and behaviors rather than observed feedback behaviors, and the single-institution, single-country sample limits transferability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1097/acm.0000000000001632

Cites

40 of 40 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 57 cited sources checked · 0 supported · 0 flagged

  • Findingown data
    § Discussion

    In this study, multiple factors were shown to have an impact on learner perceptions and behaviors in the feedback process.

    “In this study, we have shown that multiple factors have an impact on learner perceptions and behaviors in the feedback process.”
    Quote in the paperSubstantial claim
  • Findingown data
    § Recognizing feedback (Figure 1)

    Students described their relationships with supervisors as a 'major determinant' in the feedback process.

    “Students described their relationships with supervisors as a 'major determinant' (Y4:01:M) in the feedback process , and this influenced teacher attributes and learner beliefs, attitudes, and perceptions .”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.
  • Findingown data
    § Discussion

    Each of the three learner behaviors is influenced by different relationships with the key themes, as evidenced by the data.

    “Each of the three learner behaviors is influenced by different relationships with the key themes, as evidenced by the data (see Table 2 and Figures 1 -3).”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.
  • Findingown data
    § Learning culture

    Learners reported enhanced perceptions of feedback quality when student-supervisor relationships were able to mature.

    “Learners reported enhanced perceptions of feedback quality when student -supervisor relationships were able to mature.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.
  • Findingown data
    § Results

    Five core themes influencing these three feedback behaviors were generated: learner beliefs, attitudes and perceptions; relationships; teacher attributes; mode of feedback; and learning culture.

    “Five core themes influencing these three feedback behaviors were generated: learner beliefs, attitudes and perceptions; relationships; teacher attributes; mode of feedback ; and learning culture .”
    • Also stated in: § Results · plain
      “Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.
  • Classified as probably not a substantial claim. 43
  • May combine two claims. 22

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    Findingreasoning
    § Discussion

    The feedback map supported meaningful discussion with learners about their perceptions around feedback encounters; it also helped us understand the range of influences on effective feedback experiences and the implications for development of an effective educational alliance.

    “The feedback map supported meaningful discussion with learners about their perceptions around feedback encounters; it also helped us understand the range of influences on effective feedback experiences and the implications for development of an effective educational alliance.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

  • May combine two claims.

    Findingown data
    § Seeking feedback (Figure 3)

    The use of the feedback map as a tool in the focus groups led to a positive change in the group participants' perceptions about their role and about seeking feedback.

    “The use of the feedback map as a tool in the focus groups led to a positive change in the group participants ' perceptions about their role and about seeking feedback.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

  • May combine two claims.

    Findingown data
    § Using feedback (Figure 2)

    Distinct maturational differences were evident across the study cohort, particularly regarding engagement and learner behaviors: Senior students articulated an additional self-directed approach and were more likely than junior students to utilize feedback.

    “Distinct maturational differences were evident across the study cohort, particularly regarding engagement and learner behaviors: Senior students articulated an additional self-directed approach and were more likely than junior students to utilize feedback.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

  • May combine two claims.

    Findingown data
    § Discussion

    Factors contributing to learners' adaptive and maladaptive responses to feedback have been clarified, addressing a gap in the literature.

    “Factors contributing to learners' adaptive and maladaptive responses to feedback have been clarified, addressing an important gap in the literature”
    Quote in the paperNot a substantial claim

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    Premisecitation
    § Conclusions

    Current best practice approaches position learners as passive receivers of feedback and have been criticized as 'too teacher centred.'

    “Current best practice approaches position learners as passive receivers of feedback 2325 and have been criticiz ed as 'too teacher centred.' 26”
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    Study design and conductnone given
    § Focus groups

    The moderator was purposefully selected to be non-threatening and impartial to the results of the study.

    “The moderator was purposefully selected to be non-threatening and impartial to the results of the study.”
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    Premisecitation
    § Discussion

    The 'educational alliance' conceptual model describes a supportive educational relationship upheld by the alignment of values and learning intentions.

    “The ' educational alliance ' conceptual model describes a supportive educational relationship upheld by the alignment of values and learning intentions. 33”
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    Premisecitation
    § Discussion

    Core principles from the therapeutic alliance form the educational alliance and are underpinned by a mutual understanding of purpose.

    “Core principles from the therapeutic alliance form the educational alliance and are underpinned by a mutual understanding of purpose. 33,45”
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    Premisecitation
    § Conclusions

    Using the framework of the 'educational alliance,' Telio et al conceptualize feedback as a process of 'negotiation' within which both parties share a mutual understanding of the learner's goals as well as an agreement on responsibilities for reaching those goals.

    “Using the framework of the ' educational alliance, ' they conceptualize feedback as a process of 'negotiation' within which both parties share a mutual understanding of the lear ner's goals as well as an agreement on responsibilities for reaching those goals. 33”
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    Premisecitation
    § Conclusions

    McLean et al categorize feedback conceptualizations as 'telling,' 'guiding,' 'developing understanding,' and 'opening up a different perspective,' illustrating variability in underlying conceptions about feedback.

    “McLean et al 22 categorize feedback conceptualiz ations as 'telling , ' 'guiding , ' 'developing understanding , ' and 'opening up a different perspective , ' illustrat ing the variability in underlying conceptions about feedback”
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    Premisecitation
    § Conclusions

    Factors such as the emotional reaction of the learner, the credibility of the educator, or the time interval within which feedback is given may all affect how learners perceive and interpret the feedback message.

    “Other factors -such as the emotional reaction of the learner, the credibility of the educator, or the time interval within which feedback is given -may all affect how learners perceive and interpret the feedback message. 14,18-21”
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    Study design and conductcitation
    § Focus groups

    Five focus groups, one per year group, were held to represent students in all phases of the program and allow for exploration of potential maturational differences across the student population.

    “We held five focus groups, one per year group, to represent students in all phases of the program and allow for exploration of potential maturational differences across the student population. 4”
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    Premisecitation
    § Discussion

    Current models of feedback in practice are frequently reported to lack dialogic partnership with shared responsibilities.

    “Current models of feedback in practice are frequently reported to lack dialogic partnership with shared responsibilities. 8,13”
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    Premisecitation
    § Conclusions

    Learners consistently report feedback provision as insufficient, a notion that is as consistently disputed by supervisors.

    “Learners consistently report feedback provision as insufficient, a notion that is as consistently disputed by supervisors 8-10”
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    Study design and conductcitation
    § Data analysis

    Themes were refined by the research team using a constant comparative approach based on grounded theory principles.

    “These themes were then refined by the research team (L.B., M.M., D.M.E.), using a constant comparative approach, based on the principles of grounded theory, 37 to elicit a theoretical understanding from the data.”
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    Premisecitation
    § Conclusions

    Beaumont et al describe a dialogic cycle within which the learner must decide when and where to seek feedback.

    “Beaumont et al 31 describe a dialogic cycle within which the learner must decide when and where to seek feedback.”
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    • cites Beaumont et al 31

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    Premisecitation
    § Conclusions

    External feedback may be at odds with the learner's internally generated feedback, a conflict that presents a significant challenge in the reception of feedback by the learner.

    “Previous research has shown external feedback may be at odds with the learner's internally generated feedback , a conflict that presents a significant challenge in the reception of feedback by the learner. 7,16”
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    Premisecitation
    § Conclusions

    Telio et al discuss the importance of the relationship between educator and learner, drawing upon principles from the clinical therapeutic alliance.

    “Drawing upon principles from the clinical therapeutic alliance, Telio et al 33 discuss the importance of the relationship between educator and learner.”
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    Study design and conductnone given
    § Focus groups

    Participants were purposively selected by year group from respondents to be representative of the demographics of their year and the academic population.

    “We purposively selected study participants by year group from the respondents to be representative of the demographics of their year and the academic population.”
    Quote in the paperSubstantial claim

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    Premisecitation
    § Conclusions

    Compared with junior students, students nearer completion of training have a greater capacity to assess their own learning goals and are more proficient in self-directed learning, a factor related to their maturity.

    “Compared with junior students, students nearer completion of training have a greater capacity to assess their own learning goals and are more proficient in self-directed learning, a factor related to their maturity. 4”
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    Premisecitation
    § Conclusions

    Feedback helps students make sense of their learning and compare their performance against a recognized standard.

    “Feedback helps students make sense of their learning and compare their performance against a recognized standard. 1-3”
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    Premisecitation
    § Conclusions

    Six maladaptive responses have been conceptualized as occurring as a result of the conflict between external and internal feedback: ignoring external feedback, rejecting external feedback, viewing feedback as irrelevant, refusing to see a connection between internal and external feedback, reinterpreting the external feedback to align it with internal judgement, or acting on feedback in a superfici

    “Six maladaptive responses have been conceptualized as occurring as a result of this conflict, including ignoring external feedback, rejecting external feedback, viewing feedback as irrelevant, refusing to see a connection between internal and external feedback, reinterpreting the external feedback to align it with internal judgement, or acting on feedback in a superficial manner. 17”
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    Study design and conductnone given
    § Focus groups

    Discussions continued until saturation was reached, with no new content emerging.

    “Discussions continued until saturation was reached, with no new content emerging.”
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    Study design and conductnone given
    § Discussion

    Ethical approval for the study was granted by the University of Sheffield's ethical review board (Ref: 002788).

    “Ethical approval for the study was granted by the University of Sheffield's ethical review board (Ref: 002788).”
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    Study design and conductnone given
    § Data analysis

    A full audit trail was maintained throughout.

    “A full audit trail was maintained throughout.”
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    Study design and conductnone given
    § Data analysis

    Although member checking was not performed, audio recordings were used to check authenticity of the data interpretation.

    “Although member checking was not performed, audio recordings were used to check authenticity of the data interpretation.”
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    Study design and conductnone given
    § Discussion

    The study's small sample size drawn from within one institution could be identified as a limitation.

    “Whilst this study's small sample size from within one institution could be identified as a limitation”
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    Interpretationcitation
    § Discussion

    Educating both learners and educators in optimizing feedback as a learning tool is necessary.

    “This , more explicitly, highlights the necessity of educating both learners and educators in optimizing feedback as a learning tool. 46,47”
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    Interpretationreasoning
    § Conclusions

    Enhancing learners' feedback literacy skills seems to be the key aspect of the educational alliance in need of attention.

    “Enhancing learners' feedback literac y skills seems to be the key aspect of the educational alliance in need of attention.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Providing effective feedback that improves learner performance has long been a major challenge in medical education.
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

  • May combine two claims.

    Interpretationown data
    § Discussion

    Our findings validate other core principles underpinning the educational alliance concept, with learners identifying their relationships with educators as major determinants in the feedback process.

    “Our findings validate other core principles underpinning the educational alliance concept, 33 with learners identifying their relationships with educators as major determinants in the feedback process.”
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    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning
    § Discussion

    The feedback giver is required to acquire an understanding of the student's regulatory focus and individual learning needs in an almost certainly unrealistic time frame.

    “The feedback giver is required to acquire an understanding of the student's regulatory focus and individual learning needs in an almost certainly unrealistic time frame.”
    Quote in the paperNot a substantial claim

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    Interpretationreasoning
    § Discussion

    Shifting focus to enhancing learners' feedback literacy skills, so that they can recognize and seek out feedback relevant to their own personal learning needs, is the key aspect of the educational alliance in need of attention.

    “Shifting focus to enhancing lear ners' feedback literacy skills, in order to enable them to recognize and seek out feedback relevant to their own personal learning needs would seem to be the key aspect of the educational alliance in need of attention.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Many years of faculty development programs have had limited impact on feedback in this area.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning
    § Conclusions

    Ensuring feedback leads to improved performance requires more than training educators in best practices.

    “Ensuring feedback leads to improved performance requires more than training educators in best practices.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Providing effective feedback that improves learner performance has long been a major challenge in medical education.
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationreasoning
    § Discussion

    The reality of medical training and the number of supervisors in short rotations through hospital settings make it difficult to monitor feedback quality.

    “Additionally, the reality of medical training and the number of supervisors in short rotations through hospital settings make it difficult to monitor feedback quality.”
    Quote in the paperNot a substantial claim

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    Study design and conductown data
    § Discussion

    The emergent conceptual models of feedback behaviors are grounded in the data generated through the focus group discussions.

    “The emergent conceptual models of feedback behaviors are grounded in the data generated through the discussions.”
    Quote in the paperSubstantial claim

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    Premisecitation
    § Discussion

    Evidence from the literature suggests a shift from focusing on learner acceptance of feedback to supporting and priming learners as 'co-producers' of learning.

    “Evidence from the literature suggests a shift from focusing on learner acceptance of feedback to supporting and priming learners as 'co -producers' of learning . 32”
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    Interpretationreasoning
    § Discussion

    Optimizing feedback behaviors is not solely dependent on the feedback encounter, but is underpinned by a number of ideal practices that may not reflect the reality of learning within the medical environment.

    “By implication, this also acknowledges that optimizing feedback behaviors is not solely dependent on the feedback encounter, but is underpinned by a number of ideal practices that may not reflect the reality of learning within the medical environment.”
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    Interpretationreasoning
    § Discussion

    Ensuring feedback has an impact upon learning requires more than a focus on setting the stage for effective feedback interventions.

    “It reinforces that ensuring feedback has an impact upon learning requires more than a focus on setting the stage for effective feedback interventions.”
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    Premisecitation
    § Discussion

    Current feedback 'best practice' in medical education is insufficient and potentially unrealistic.

    “Kluger and Van Dijk 43 argue that current feedback ' best practice ' in medical education is insufficient and potentially unrealistic.”
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    Premisecitation
    § Discussion

    Students need to learn the theory and practice of feedback to afford them the confidence to give and receive feedback within the supervisory relationship.

    “Molloy 47 suggests that students need to learn the theory and practice of feedback to afford them the confidence to 'give and receive feedback within the supervisory relationship. '”
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    Study design and conductown data
    § Data analysis

    The conceptual models were tested through fit with the original data and themes to check for saturation of theoretical constructs and trustworthiness.

    “These models were then tested through fit with the original data and themes to check for saturation of theoretical constructs and trustworthiness.”
    Quote in the paperSubstantial claim

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    Interpretationreasoning
    § Discussion

    The conceptual models linking the feedback behaviors support the educational alliance framework and give insight into the complexity of context and learning culture surrounding the educational relationship and the learner.

    “Our conceptual models linking the feedback behaviors support the educational alliance framework and give insight to the complexity of context and learning culture surrounding the educational relationship and the learner.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationown data
    § Discussion

    The notion that learners need concurrent training to make feedback a meaningful activity supports the implications from this study's outcomes.

    “The notion that learners need concurrent training to make feedback a meaningful activity supports the implications from our study outcomes.”
    Quote in the paperNot a substantial claim

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    Interpretationreasoning
    § Discussion

    Feedback within the framework of an educational alliance may be inhibited if resources are focused only on improving the practice of teachers.

    “Feedback within the framework of an educational alliance may be inhibited if resources are merely focused on improving the practice of teachers, as has been the historical approach.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationnone given
    § Discussion

    Even within the more controlled university environment, where faculty training can be standardized, establishing and maintaining longitudinal relationships between educators and learners is unlikely to be wholly feasible.

    “Even within the more controlled university environment, where there are opportunities to standardize faculty training, establishing and maintaining longitudinal relationships between educators and learners is unlikely to be wholly feasible.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationown data
    § Conclusions

    The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange.

    “The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation
    § Discussion

    The contextual diversity within clinical environments and the range of learners' prior experiences influence both their feedback perceptions and learning needs, and indicate the challenge to supervisors of working with a mixed foci.

    “The contextual diversity within clinical environments and the range of learners' prior experiences w ill influence both their feedback perceptions and learning needs and indicates the challenge to supervisors of 'working with a mixed foci.' 43”
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    Interpretationown data
    § Discussion

    The network of factors within the models illustrates the complexity surrounding the feedback exchange and highlights a multitude of influences to be considered when reviewing feedback strategies.

    “Additionally, the network of factors within the models illustrates the complexity surrounding the feedback exchange and highlights a multitude of influences to be considered when reviewing feedback strategies.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning
    § Discussion

    Empowering learners to adapt to the variable quality of feedback received within diverse learning cultures is more essential than improved relationships influencing how feedback is perceived.

    “Whilst improved relationships might influence how feedback is perceived by learners, perhaps more essential is empowering learners to adapt to the variable quality of feedback received within diverse learning cultures.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given
    § Data analysis

    Peer debriefing and reflexive dialogue with the research team took place throughout all stages of the analysis.

    “Peer debriefing and reflexive dialogue with the research team took place throughout all stages of the analysis.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning
    § Discussion

    In the busy workplace, the multiplicity of roles held by the clinical supervisors who oversee students inevitably leads to a variability in feedback quality, irrespective of the commitment to a positive educational alliance.

    “In the busy workplace, the multiplicity of roles held by the clinical supervisors who oversee students inevitably leads to a variability in feedback quality, however unintended and irrespective of the commitment to a positive educational alliance.”
    Quote in the paperNot a substantial claim
51 of 51

  • The paper relies on this without support.

    Providing effective feedback that improves learner performance has long been a major challenge in medical education.

    “Providing effective feedback that improves learner performance has long been the Achilles ' heel of medical education.”

  • The paper relies on this without support.

    A key issue is the student's recollection that feedback has been provided.

    “A key issu e is the student's recollection that feedback has been provided.”

  • The paper relies on this without support.

    Students' self-reported perceptions and behaviors in focus groups accurately reflect their actual feedback perceptions and behaviors.

    “We designed the focus groups to generate multiple perspectives, through both facilitated discussion and spontaneous conversation, and to explore student perceptions as well as the context and circumstances in which their views about feedback have been formed.”

  • The paper relies on this without support.

    Many years of faculty development programs have had limited impact on feedback in this area.

    “The reality is that many years of faculty development programs have had limited impact in this area.”
4 of 4

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Features important to the provision of feedback include actively engaging providers and recipients in the feedback interaction and addressing factors that influence feedback credibility and use, such as relationships, context, and culture.

    “Features seen to be especially important to the provision of feedback include actively engaging providers and recipients in the feedback interaction and addressing factors that influence feedback credibility and use, such as relationships, context, and culture.[2][3][4][5][6][7][8]”

    From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [3]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Same feedback account attributed to different participants

    Minor

    The account of a supervisor's organized feedback system is attributed to Y3:02:M in one section but quoted under Y2:02:M in another.

1 of 1

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Authors
Bowen, L., Marshall, M., & Murdoch-Eaton, D.
Affiliations
  • University of Sheffield (GB)
  • D. Murdoch-Eatonis dean of medical education and departmental head, Academic Unit of Medical Education, University of Sheffield, Sheffield, United Kingdom.
ORCID
Venue
Academic Medicine
Publisher
Oxford University Press (OUP)
Published
2017-09
Volume
92
Issue
9
Pages
1303-1312
ISSN
1040-2446 (ISSN-L)
DOI
10.1097/acm.0000000000001632
OpenAlex
W2592854816
Semantic Scholar
1e9e8cc37a489860d5350fdfde2b7df8665d228e
Cited by
99
References
40
Citations by year
2026: 5 · 2025: 8 · 2024: 11 · 2023: 17 · 2022: 10 · 2021: 14 · 2020: 9 · 2019: 10 · 2018: 11 · 2017: 4
FWCI
8.76
Type
journal article
Language
en
Open access
Locations
  • Academic Medicine (publishedVersion)
  • PubMed (publishedVersion)
  • White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Social Sciences › Education › Student Assessment and Feedback
  • Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Keywords
feedback, medical students, educational alliances, feedback literacy, learning culture, feedback seeking, feedback use, student perceptions, medical education
MeSH terms
Formative Feedback, Adult, Attitude of Health Personnel, Clinical Competence, Cooperative Behavior, Education, Medical, Undergraduate, Female, Humans, Interprofessional Relations, Learning, Male, Social Environment, Students, Medical, Organizational Culture, Focus Groups, Qualitative Research

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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