Rowe Jennifer, Bouchard-Lamothe Diane, Haggerty Teagan, Engel Jake, Etherington Cole, Kaur Manvinder, Vincent Etienne, Ghanmi Nibras, Gujral Preet, Ly Valentina, Boet Sylvain
MD Program, Faculty of Medicine, University of Ottawa, Ontario, Canada.
Office of Francophone affairs, Faculty of Medicine, University of Ottawa, Ontario, Canada.
Can Med Educ J. 2025 May 1;16(2):48-62. doi: 10.36834/cmej.79722. eCollection 2025 May.
Feedback remains essential to a learner's professional development. Most feedback literature focuses on provision of feedback, and there is a lack of evidence-based data to support learners in developing skills to receive, evaluate and use feedback, independently of context. This scoping review mapped the literature regarding strategies and skills that optimize medical learners' reception to feedback.
Investigators conducted searches in MEDLINE, Embase, ERIC, APA PsycINFO and Web of Science Core collection from inception to May 2023. Study inclusion criteria were primary evidence sources, and strategies or skills for improved feedback reception for medical learners. Data were screened and extracted by pairs of independent reviewers. Investigators summarized study characteristics, outcomes, educational methods, and interventions.
Of 7692 total studies, six provided strategies and skills to improve feedback reception. Delivery of education was via workshops ( = 5 studies) that proposed cognitive, reflective and experiential learning activities, all reporting learners' self-perceived improvement of feedback behaviour. Nine strategies and seven tools were identified, focusing on general approach, soliciting or evaluating feedback.
反馈对于学习者的专业发展仍然至关重要。大多数反馈文献都集中在反馈的提供上，并且缺乏基于证据的数据来支持学习者独立于具体情境发展接收、评估和使用反馈的技能。本范围综述梳理了有关优化医学学习者对反馈的接受度的策略和技能的文献。
研究人员在MEDLINE、Embase、ERIC、美国心理学会心理学文摘数据库（APA PsycINFO）和科学网核心合集（Web of Science Core collection）中进行了从数据库创建到2023年5月的检索。研究纳入标准为主要证据来源，以及针对医学学习者改善反馈接受度的策略或技能。数据由独立评审员对进行筛选和提取。研究人员总结了研究特征、结果、教育方法和干预措施。
在总共7692项研究中，六项研究提供了改善反馈接受度的策略和技能。教育通过研讨会进行（n = 5项研究），这些研讨会提出了认知、反思和体验式学习活动，所有研究均报告了学习者自我感知的反馈行为改善情况。确定了九种策略和七种工具，重点关注总体方法、征求或评估反馈。
