"Tell me what is 'better'!" How medical students experience feedback, through the lens of self-regulatory learning.
Abstract
INTRODUCTION: While feedback aims to support learning, students frequently struggle to use it. In studying feedback responses there is a gap in explaining them in relation to learning theory. This study explores how feedback experiences influence medical students' self-regulation of learning. METHODS: Final-year medical students across three campuses (Ireland, Bahrain and Malaysia) were invited to share experiences of feedback in individual semi-structured interviews. The data were thematically analysed and explored through the lens of self-regulatory learning theory (SRL). RESULTS: Feedback interacts with learners' knowledge and beliefs about themselves and about learning. They use feedback to change both their cognitive and behavioural learning strategies, but how they choose which feedback to implement is complex. They struggle to generate learning strategies and expect teachers to make sense of the "how" in addition to the "what"" in planning future learning. Even when not actioned, learners spend time with feedback and it influences future learning. CONCLUSION: By exploring our findings through the lens of self-regulation learning, we advance conceptual understanding of feedback responses. Learners' ability to generate "next steps" may be overestimated. When feedback causes negative emotions, energy is diverted from learning to processing distress. Perceived non-implementation of feedback should not be confused with ignoring it; feedback that is not actioned often impacts learning.
Collections
Subject
Social Sciences
Education & Educational Research
Education, Scientific Disciplines
Medical students
Feedback response
Feedback use
Emotions
Negative feedback
Self-regulatory learning
Feedback engagement
EMOTIONS
UNDERGRADUATE
KNOWLEDGE
BELIEFS
MODEL
Language
eng
Date accepted
2023-11-22
License start date
2023-11-22
Citation
BMC Medical Education, 2023, 23 (1),
Publisher
BMC
Except where otherwise noted, this item's license is described
as
http://creativecommons.org/licenses/by/4.0/
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