Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK.
Med Educ. 2012 Jul;46(7):711-21. doi: 10.1111/j.1365-2923.2012.04291.x.
Although medical students receive varied feedback throughout their training programmes, research demonstrates that they frequently perceive it as insufficient. However, supervisors tend to perceive that it is adequate. Students' responses to, and use of, feedback are not clearly understood. The purposes of this study were to investigate how medical students recognise, respond to and utilise feedback, and to determine whether there are maturational differences in understandings of the role of feedback across academic years in medical school.
This was a mixed-methods study collecting qualitative (focus group and open-ended questionnaire items) and quantitative (questionnaire) data across the 5 years of an undergraduate programme.
A total of 68 students participated in 10 focus groups. The questionnaire response rate was 46% (564/1233). Data analysis investigated the students' perceptions of feedback and explored patterns of responses across the continuum of undergraduate medical school stages. Maturational differences among the year cohorts within the programme emerged in three general areas: (i) student perceptions of the purpose of feedback; (ii) student recognition of feedback, and (iii) student perceptions regarding the credibility of feedback providers.
Junior students generally perceived the receiving of feedback as a passive activity and preferred positive feedback that confirmed their progress and provided reassurance. More senior students viewed feedback as informing their specific learning needs and personal development. They valued immediate informal verbal feedback and feedback from peers and others, as well as that from senior teachers. Exploring students' progressive degrees of engagement with feedback and its relationship with self-esteem are subjects for further study.
尽管医学生在培训计划中会收到各种反馈，但研究表明，他们经常认为这些反馈不足。然而，导师往往认为反馈是足够的。学生对反馈的反应和使用方式并不清楚。本研究旨在调查医学生如何识别、回应和利用反馈，以及确定在医学院的学习年限中，学生对反馈作用的理解是否存在成熟度差异。
这是一项混合方法研究，在本科课程的 5 年内收集定性（焦点小组和开放式问卷项目）和定量（问卷）数据。
共有 68 名学生参加了 10 个焦点小组。问卷的回复率为 46%（564/1233）。数据分析调查了学生对反馈的看法，并探讨了在本科医学阶段整个连续体上的反应模式。该课程中各年级学生之间出现了三个方面的成熟度差异：（i）学生对反馈目的的看法；（ii）学生对反馈的识别；（iii）学生对反馈提供者可信度的看法。
低年级学生普遍认为接受反馈是一种被动的活动，更喜欢能确认他们进步并提供保证的积极反馈。更高级的学生则将反馈视为满足他们特定学习需求和个人发展的信息来源。他们重视即时的非正式口头反馈，以及来自同龄人或其他来源、以及资深教师的反馈。进一步研究学生对反馈的参与程度及其与自尊心的关系是有必要的。
