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Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers.
Katherine Wisener1,2, Kimberlee Hart3, Erik Driessen4
1Faculty Development, Faculty of Medicine, University of British Columbia, Canada.
Perspectives on Medical Education
|March 27, 2023
Summary
Learners aim to provide constructive upward feedback, but competing priorities like self-preservation can hinder quality. Addressing these goal conflicts is key to improving medical teacher feedback.
Area of Science:
- Medical Education
- Healthcare Professional Development
Background:
- Learner feedback is crucial for motivating medical teachers.
- Poorly delivered feedback can demotivate teachers and create uncertainty.
- Existing research identifies challenges in upward feedback but lacks depth on learner goal influence.
Purpose of the Study:
- To explore learner perspectives on providing upward feedback to medical teachers.
- To understand how learner challenges influence their goals and approaches to feedback.
- To advance knowledge on optimizing upward feedback quality in medical education.
Main Methods:
- Semi-structured interviews were conducted with 16 MD program learners.
- Interpretive description methodology was applied.
- Data analysis considered trends across learner demographics and individual variations.
Main Results:
- Learners have well-intentioned goals for upward feedback, such as improving teaching.
- Conflicting priorities, like protecting self-image, can lead to feedback discordant with teaching quality.
- The frequency of feedback requests and perceived meaningfulness influence goal enactment.
Conclusions:
- Goal conflicts complicate learners' ability to provide effective upward feedback.
- Optimizing upward feedback quality requires addressing factors that mediate goal prioritization.
- Reducing competition between learner goals can enhance contributions to teacher support.
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