Fostering a Feedback Mindset: A Qualitative Exploration of Medical Students’ Feedback Experiences With Longitudinal Coaches
Abstract
Purpose: Feedback is important for medical students’ development. Recent conceptualizations of feedback as a dialogue between feedback provider and recipient point to longitudinal relationships as a facilitator of effective feedback discussions. This study illuminates how medical students experience feedback within a longitudinal relationship with a physician coach. Method: In this qualitative study, second-year medical students from the University of California, San Francisco, School of Medicine participated in semistructured interviews that explored their experiences discussing feedback within longitudinal, nonevaluative coaching relationships. Interviews occurred between May and October 2018. Interview questions addressed students’ experiences receiving feedback from their coach, how and when they used this feedback, and how their relationship with their coach influenced engagement in feedback discussions. Interviews were analyzed using constructivist grounded theory. Results: Seventeen students participated. The authors identified 3 major themes. First, students’ development of a feedback mindset: Over time, students came to view feedback as an invaluable component of their training. Second, setting the stage for feedback: Establishing feedback routines and a low-stakes environment for developing clinical skills were important facilitators of effective feedback discussions. Third, interpreting and acting upon feedback: Students described identifying, receiving, and implementing tailored and individualized feedback in an iterative fashion. As students gained comfort and trust in their coaches’ feedback, they reported increasingly engaging in feedback conversations for learning. Conclusions: Through recurring feedback opportunities and iterative feedback discussions with coaches, students came to view feedback as essential for growth and learning. Longitudinal coaching relationships can positively influence how students conceptualize and engage in feedback discussions.
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The coaching relationship is a coaching measure.
“| Coaching measure | Coaching relationship | [88,125,144] |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [88]
Receiving feedback is a student outcome.
“| Coaching outcomes | Student | Receiving feedback | [7,88,116] |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [88]
Feedback is a student success factor.
“| Feedback | Student | [88] | |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [88]
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Starting an Effective Coaching Program: An Educational Blueprint for Foundational Decisions
Santen, S. A., Juvé, A. M., Hammoud, M. M., Kinnear, B., Neal, C. M., Deiorio, N. M., Cutrer, W. B., & Wolff, M. (2026) · AEM Education and Training · doi:10.1002/aet2.70243
- Authors
- Bakke, B. M., Sheu, L., & Hauer, K. E.
- Affiliations
- Association of American Medical Colleges (US)
- Corresponding author
- Bakke, Brian M.
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2019-10-01
- Volume
- 95
- Issue
- 7
- Pages
- 1057-1065
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2978448471
- Cited by
- 50
- References
- 51
- Citations by year
- 2026: 2 · 2025: 7 · 2024: 12 · 2023: 9 · 2022: 14 · 2021: 4 · 2020: 2
- FWCI
- 4.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- 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
- medical students, clinical skills development, trust in coaches, iterative feedback, medical education
- MeSH terms
- Mentoring, Adult, Clinical Competence, Communication, Education, Medical, Undergraduate, Feedback, Female, Humans, Interviews as Topic, Learning, Male, San Francisco, Students, Medical, Universities, Problem-Based Learning, Qualitative Research
About these checks
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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