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Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
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Updated: Mar 3, 2026

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Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes.

A A Dennis1, M J Foy2, L V Monrouxe3

  • 1Centre for Medical Education, School of Medicine, University of Dundee, The Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, Scotland, UK. a.dennis@dundee.ac.uk.

Advances in Health Sciences Education : Theory and Practice
|May 1, 2017
PubMed
Summary

Educators experience emotions during feedback, particularly concerns about learner well-being and patient safety. Understanding this emotional aspect is crucial for effective feedback processes in training.

Keywords:
Emotional talkNarrativePostgraduate medical educationTraineeTrainerWorkplace-based feedback

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Area of Science:

  • Medical Education
  • Psychology
  • Linguistic Analysis

Background:

  • Learner feedback experiences are characterized by emotion.
  • The role of emotion for educators in feedback processes is under-researched.
  • Existing literature on failure-to-fail suggests emotion's importance.

Purpose of the Study:

  • To explore the role of emotion in feedback experiences for educators (trainers).
  • To identify specific aspects of feedback processes that evoke emotion in trainers.
  • To analyze the linguistic expression of emotion in trainer narratives.

Main Methods:

  • Secondary analysis of 333 narrative interviews from 110 trainers and trainees across three UK sites.
  • Textual analysis using Linguistic Inquiry and Word Count (LIWC) to quantify emotional talk.
  • Thematic framework and discourse analysis to explore emotional aspects of feedback processes for trainers.

Main Results:

  • Trainer narratives showed no significant difference in positive or negative emotional talk compared to trainee narratives.
  • Key emotional triggers for trainers included concern for learners and patient safety.
  • Linguistic devices like metaphor and laughter were used to convey emotional tone.

Conclusions:

  • Feedback processes can be emotionally significant for trainers.
  • Further research is needed to understand the 'emotional filter' for trainers.
  • Emotion plays a complex role in feedback as a social process.