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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
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.
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.
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