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Developing a framework for medical student feedback literacy using a triangulated thematic analysis
Mohamad Nabil Mohd Noor1, Jessica Grace Cockburn2, Chan Choong Foong1
1Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia.
Annals of Medicine
|August 9, 2025
Summary
Developing feedback literacy in medical students is crucial for competency. This study created a new framework incorporating patient safety and reflective practice, enhancing medical education.
Area of Science:
- Medical Education
- Healthcare Professional Development
Background:
- Feedback literacy is essential for medical students' competency development.
- Existing frameworks lack specificity for the medical education context.
- A tailored framework is needed to guide feedback literacy development.
Purpose of the Study:
- To explore stakeholder perspectives on medical student feedback literacy.
- To develop a comprehensive feedback literacy framework for medical students.
- To enhance patient safety and clinical competency through improved feedback processes.
Main Methods:
- Triangulated perspectives from medical students, educators, and patients.
- Conducted semi-structured interviews and focus group discussions.
- Thematic analysis of qualitative data to identify key themes.
Main Results:
- Developed a seven-element feedback literacy framework for medical students.
- Identified patient safety and reflective practice as novel components.
- Highlighted the importance of emotional regulation and diverse feedback sources.
Conclusions:
- The new framework addresses a gap in medical education.
- It enhances the conceptualization of feedback literacy for future doctors.
- This framework supports the development of safe and competent medical professionals.
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