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Learner-Level Psychological Factors Impact Feedback Recipience in Medical Education.
Lynnea M Mills1, Pooja Lalchandani1, Olle Ten Cate2
1Department of Medicine, University of California, San Francisco, USA.
Medical Science Educator
|January 20, 2026
Summary
Medical learners' feedback orientation and emotions influence feedback recall. Understanding these psychological factors can improve how feedback is given and received, enhancing medical education.
Area of Science:
- Medical Education
- Psychological Science
Background:
- Limited understanding of psychological factors affecting medical learners' receptivity to feedback.
- Feedback orientation and emotions are hypothesized to impact feedback recall and application.
Purpose of the Study:
- Investigate the relationship between feedback orientation (FO), emotions during feedback, and feedback recall in medical learners.
- Identify psychological factors influencing medical trainees' ability to utilize feedback effectively.
Main Methods:
- A feedback simulation study was conducted with third- and fourth-year medical students.
- Pre-simulation measure of feedback orientation (FO), in-simulation measure of emotions, and post-simulation recall assessment were employed.
Main Results:
- Medical students exhibited higher FO scores compared to previous studies.
- Emotions during feedback were predominantly positive and activating.
- Recall rates were 0.77 for reinforcing and 1.0 for constructive feedback points.
- Positive emotional valence showed a slight negative correlation with recall.
Conclusions:
- Feedback orientation and emotions are complex, interrelated factors influencing feedback retention in medical learners.
- Further research is needed to explore these psychological constructs and their impact on feedback effectiveness.
- Improved psychological measurement tools are necessary for assessing medical learners' responses to feedback.
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