Maturational differences in undergraduate medical students’ perceptions about feedback.
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CONTEXT: Although medical students receive varied feedback throughout their training programmes, research demonstrates that they frequently perceive it as insufficient. However, supervisors tend to perceive that it is adequate. Students' responses to, and use of, feedback are not clearly understood. The purposes of this study were to investigate how medical students recognise, respond to and utilise feedback, and to determine whether there are maturational differences in understandings of the role of feedback across academic years in medical school. METHODS: This was a mixed-methods study collecting qualitative (focus group and open-ended questionnaire items) and quantitative (questionnaire) data across the 5 years of an undergraduate programme. RESULTS: A total of 68 students participated in 10 focus groups. The questionnaire response rate was 46% (564/1233). Data analysis investigated the students' perceptions of feedback and explored patterns of responses across the continuum of undergraduate medical school stages. Maturational differences among the year cohorts within the programme emerged in three general areas: (i) student perceptions of the purpose of feedback; (ii) student recognition of feedback, and (iii) student perceptions regarding the credibility of feedback providers. CONCLUSIONS: Junior students generally perceived the receiving of feedback as a passive activity and preferred positive feedback that confirmed their progress and provided reassurance. More senior students viewed feedback as informing their specific learning needs and personal development. They valued immediate informal verbal feedback and feedback from peers and others, as well as that from senior teachers. Exploring students' progressive degrees of engagement with feedback and its relationship with self-esteem are subjects for further study.
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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”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [4]
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”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [4]
Learners may not always recognize feedback.
“but learners may not always recognize feedback. 4,11,12”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [4]
Recognition of feedback occurring is an important prerequisite to interpreting and understanding its message.
“Recognition of feedback occurring is an important prerequisite to interpreting and understanding its message”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [4]
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Resident Individual Clinical Evaluations: Resident Perspectives And Effectiveness
Polanco-Santana, J. C., Calvillo-Ortiz, R., Castillo‐Angeles, M., Anguiano-Landa, L., James, B. C., & Kent, T. S. (2025) · Journal of surgical education · doi:10.1016/j.jsurg.2025.103687
Additional file 1 of The pedagogical value of near-peer feedback in online OSCEs
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Guiding growth: deciphering the nature of feedback to preservice teachers during teaching practice
Moosa, M. (2026) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611267.2026.2629299
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- Authors
- Murdoch‐Eaton, D., & Sargeant, J.
- Affiliations
- University of Leeds (GB)
- Dalhousie University (CA)
- Corresponding author
- Murdoch‐Eaton, Deborah
- Venue
- Medical Education
- Publisher
- Wiley
- Published
- 2012-06-12
- Volume
- 46
- Issue
- 7
- Pages
- 711-721
- ISSN
- 0308-0110 (ISSN-L)
- 1365-2923
- OpenAlex
- W1587496290
- Cited by
- 83
- References
- 30
- Citations by year
- 2026: 5 · 2025: 5 · 2024: 7 · 2023: 4 · 2022: 4 · 2021: 8 · 2020: 9 · 2019: 7 · 2018: 9 · 2017: 9 · 2016: 5 · 2015: 3 · 2014: 5 · 2013: 2 · 2012: 1
- FWCI
- 3.40
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Medical Education (publishedVersion)
- PubMed (publishedVersion)
- Funders
- University of Leeds
- Faculty of Medicine and Health, University of Leeds
- Faculty of Medicine and Health, University of Sydney
- 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, student perceptions, undergraduate medical education, feedback credibility, peer feedback, verbal feedback, self-esteem, student engagement with feedback
- MeSH terms
- Age Factors, Education, Medical, Undergraduate, Educational Measurement, Feedback, United Kingdom, Humans, Perception, Surveys and Questionnaires, Students, Medical, Focus Groups
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