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Updated: May 10, 2026
12:55
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Difficulty giving feedback on underperformance undermines the educational value of multi-source feedback
John R Ingram1, Elizabeth J Anderson, Lesley Pugsley
1Cardiff University , UK.
Medical Teacher
|July 2, 2013
Summary
Multi-source feedback (MSF) offers limited educational gains due to insufficient constructive criticism. Rater reluctance and trainee bias hinder feedback quality, impacting doctors
Area of Science:
- Medical Education
- Healthcare Professional Development
- Doctoral Training
Background:
- Multi-source feedback (MSF) is a tool for assessing doctors' attitudes and behaviors.
- MSF was designed for both summative and formative assessment purposes.
Purpose of the Study:
- To investigate how feedback quality and trainee acceptance influence the formative educational value of MSF.
- To understand the factors affecting the effectiveness of MSF in medical training.
Main Methods:
- Semi-structured interviews were conducted with eight dermatology trainees.
- An insider researcher position was adopted, following two pilot interviews.
- Template analysis, a form of thematic analysis, was used on manually transcribed interview data.
Main Results:
- MSF yielded limited formative educational gains due to a lack of constructive feedback on performance.
- Raters faced difficulties providing developmental feedback, fearing loss of anonymity.
- Trainees tended to select raters perceived to give favorable comments, and dual-use of MSF for appraisals promoted a 'tick-box' mentality.
Conclusions:
- The effectiveness of MSF for formative learning is constrained by insufficient developmental feedback.
- Lack of constructive feedback may provide false reassurance, potentially reinforcing negative behaviors.
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