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Related Experiment Video

Updated: Jan 20, 2026

Effects of feedback
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Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task.

Elizabeth Molloy1, Rola Ajjawi2, Margaret Bearman2

  • 1Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia.

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|September 3, 2019
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Summary

Effective health professions feedback requires moving beyond outdated myths. Reframing feedback as an active, iterative, and relational process enhances learner engagement and professional development.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Learning Sciences

Background:

  • Current feedback practices in health professions are often ineffective.
  • Feedback is frequently viewed as a one-time event rather than an ongoing process.
  • Learners may become disengaged or defensive due to a focus on past deficits.

Purpose of the Study:

  • To challenge and reframe common myths surrounding feedback in health professions education.
  • To propose a more effective and learner-centered approach to feedback.
  • To enhance the utility and impact of feedback for both learners and educators.

Main Methods:

  • Deconstruction of three prevalent feedback myths: praise-criticism balancing, feedback as a teacher-centric skill, and feedback as a one-way input.
  • Reframing each myth with supporting evidence and examples from existing literature.
  • Conceptualizing feedback as a relational and iterative process.

Main Results:

  • Challenging the myth that feedback requires a praise-criticism balance.
  • Reframing feedback as a shared responsibility rather than solely a teacher's skill.
  • Viewing feedback as an ongoing exchange with potential immediate and latent effects.

Conclusions:

  • Empowering learners to actively participate in feedback processes can reduce emotional burdens and make techniques like the 'feedback sandwich' obsolete.
  • Conceptualizing feedback as a relational activity benefits both learners and teachers.
  • Tracing the effects of feedback, whether immediate or latent, can lead to significant changes in learner judgment and professional identity.