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Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers.

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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.

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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.