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Published on: May 8, 2018

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Faculty Perceptions of Formative Feedback from Medical Students.

Lynne Robins1, Sherilyn Smith2, Amanda Kost3

  • 1Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, USA.

Teaching and Learning in Medicine
|September 17, 2019
PubMed
Summary

Medical faculty generally support receiving student feedback, but their receptiveness depends on who gives it, its content, framing, and purpose. Creating a supportive feedback culture is crucial for improving medical education.

Keywords:
Formative feedbackclinical clerkshipsqualitative methodsundergraduate medical educationupward feedback

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Area of Science:

  • Medical Education
  • Qualitative Research
  • Healthcare Professional Development

Background:

  • Formative feedback from medical students can enhance learning and teaching alignment.
  • Faculty perceptions and responses to student feedback are not well understood.

Purpose of the Study:

  • To explore third-year clerkship faculty's opinions on receiving formative feedback from medical students.
  • To identify factors influencing faculty receptivity and response to student feedback.

Main Methods:

  • Qualitative study utilizing semistructured interviews with 24 third-year clerkship faculty.
  • Content analysis of interview transcripts to identify themes.

Main Results:

  • Faculty generally endorsed the concept of receiving formative feedback from students.
  • Receptivity and response were influenced by the source, content, framing, and purpose of the feedback.
  • Faculty accounts showed mixed receptivity, acceptance, and response to student feedback.

Conclusions:

  • Institutions should foster a feedback culture that normalizes dialogic models.
  • Supporting faculty in increasing receptivity to student feedback is essential.
  • Ensuring student safety from retribution is vital for honest feedback delivery.