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Risky business: medical students' feedback-seeking behaviours: a mixed methods study.
Muirne Spooner1, Ciarán Reinhardt2, Fiona Boland3
1Health Professions Education Centre, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland.
Medical Education Online
|March 26, 2024
Summary
Medical students worldwide navigate feedback-seeking behaviors (FSB) strategically, balancing perceived benefits against risks and environmental barriers. Understanding these diverse approaches is key to fostering effective feedback literacy in global medical education.
Area of Science:
- Medical Education
- Health Professions Education
- Educational Psychology
Background:
- Globalisation and internationalisation in medical education present challenges for diverse learner populations adapting to Western educational practices.
- Learners' feedback-seeking behaviours (FSB) are crucial for development, but views on their evolution and influencing factors vary.
- Understanding situational factors impacting FSB is essential for medical schools to support feedback literacy.
Purpose of the Study:
- To explore the development of undergraduate medical students' feedback-seeking behaviours (FSB) in diverse international settings.
- To investigate the influence of factors like goal orientation, leadership preferences, and perceived costs/benefits on FSB.
- To inform medical school strategies for enhancing feedback literacy among a global student body.
Main Methods:
- A mixed-methods approach combining questionnaires and semi-structured interviews with final-year medical students in Ireland, Bahrain, and Malaysia.
- Quantitative analysis of a validated questionnaire assessing FSB, goal orientation, leadership style preference, and perceived feedback costs/benefits.
- Qualitative analysis of interviews exploring students' real-world FSB experiences, integrated with quantitative data using the 'following the thread' technique.
Main Results:
- Positive correlations were found between learning goal orientation, leadership styles (instrumental and supportive), and perceived feedback benefits.
- Perceived feedback benefits positively predicted feedback monitoring and inquiry behaviours.
- While quantitative data did not support the personal cost of feedback, qualitative interviews highlighted feedback avoidance, peer feedback, and unsupportive learning environments as significant themes. No significant differences were found based on gender, study site, or nationality.
Conclusions:
- Diverse medical students engage in complex, contextualised feedback-seeking behaviours, strategically navigating 'unsafe' feedback, overcoming barriers, and curating information to maximise benefits.
- FSB is perceived as a valued yet risky undertaking, requiring careful navigation by students.
- Promoting constructive FSB is challenging, necessitating the overcoming of outdated ward practices to foster psychologically safe, learner-centred feedback environments.
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