“Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning
Abstract Introduction While feedback aims to support learning, students frequently struggle to use it. In studying feedback responses there is a gap in explaining them in relation to learning theory. This study explores how feedback experiences influence medical students’ self-regulation of learning...
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| Format: | Article |
| Language: | English |
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BMC
2023-11-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04842-9 |
| _version_ | 1827633901662633984 |
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| author | Muirne Spooner James Larkin Siaw Cheok Liew Mohamed Hasif Jaafar Samuel McConkey Teresa Pawlikowska |
| author_facet | Muirne Spooner James Larkin Siaw Cheok Liew Mohamed Hasif Jaafar Samuel McConkey Teresa Pawlikowska |
| author_sort | Muirne Spooner |
| collection | DOAJ |
| description | Abstract Introduction While feedback aims to support learning, students frequently struggle to use it. In studying feedback responses there is a gap in explaining them in relation to learning theory. This study explores how feedback experiences influence medical students’ self-regulation of learning. Methods Final-year medical students across three campuses (Ireland, Bahrain and Malaysia) were invited to share experiences of feedback in individual semi-structured interviews. The data were thematically analysed and explored through the lens of self-regulatory learning theory (SRL). Results Feedback interacts with learners’ knowledge and beliefs about themselves and about learning. They use feedback to change both their cognitive and behavioural learning strategies, but how they choose which feedback to implement is complex. They struggle to generate learning strategies and expect teachers to make sense of the “how” in addition to the “what”” in planning future learning. Even when not actioned, learners spend time with feedback and it influences future learning. Conclusion By exploring our findings through the lens of self-regulation learning, we advance conceptual understanding of feedback responses. Learners’ ability to generate “next steps” may be overestimated. When feedback causes negative emotions, energy is diverted from learning to processing distress. Perceived non-implementation of feedback should not be confused with ignoring it; feedback that is not actioned often impacts learning. |
| first_indexed | 2024-03-09T15:05:59Z |
| format | Article |
| id | doaj.art-79b2db79e7d3480f831e76ed2c322844 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-09T15:05:59Z |
| publishDate | 2023-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-79b2db79e7d3480f831e76ed2c3228442023-11-26T13:39:56ZengBMCBMC Medical Education1472-69202023-11-0123111110.1186/s12909-023-04842-9“Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learningMuirne Spooner0James Larkin1Siaw Cheok Liew2Mohamed Hasif Jaafar3Samuel McConkey4Teresa Pawlikowska5Health Professions Education Centre, Royal College of Surgeons in Ireland University of Medicine and Health SciencesDepartment of General Practice, Royal College of Surgeons in Ireland University of Medicine and Health SciencesDepartment of General Practice, Perdana University SerdangDepartment of General Practice, Perdana University SerdangDepartment of International Health & Tropical Medicine, Royal College of Surgeons in Ireland University of Medicine and Health SciencesHealth Professions Education Centre, Royal College of Surgeons in Ireland University of Medicine and Health SciencesAbstract Introduction While feedback aims to support learning, students frequently struggle to use it. In studying feedback responses there is a gap in explaining them in relation to learning theory. This study explores how feedback experiences influence medical students’ self-regulation of learning. Methods Final-year medical students across three campuses (Ireland, Bahrain and Malaysia) were invited to share experiences of feedback in individual semi-structured interviews. The data were thematically analysed and explored through the lens of self-regulatory learning theory (SRL). Results Feedback interacts with learners’ knowledge and beliefs about themselves and about learning. They use feedback to change both their cognitive and behavioural learning strategies, but how they choose which feedback to implement is complex. They struggle to generate learning strategies and expect teachers to make sense of the “how” in addition to the “what”” in planning future learning. Even when not actioned, learners spend time with feedback and it influences future learning. Conclusion By exploring our findings through the lens of self-regulation learning, we advance conceptual understanding of feedback responses. Learners’ ability to generate “next steps” may be overestimated. When feedback causes negative emotions, energy is diverted from learning to processing distress. Perceived non-implementation of feedback should not be confused with ignoring it; feedback that is not actioned often impacts learning.https://doi.org/10.1186/s12909-023-04842-9Medical studentsFeedback responseFeedback useEmotionsNegative feedbackSelf-regulatory learning |
| spellingShingle | Muirne Spooner James Larkin Siaw Cheok Liew Mohamed Hasif Jaafar Samuel McConkey Teresa Pawlikowska “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning BMC Medical Education Medical students Feedback response Feedback use Emotions Negative feedback Self-regulatory learning |
| title | “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning |
| title_full | “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning |
| title_fullStr | “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning |
| title_full_unstemmed | “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning |
| title_short | “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning |
| title_sort | tell me what is better how medical students experience feedback through the lens of self regulatory learning |
| topic | Medical students Feedback response Feedback use Emotions Negative feedback Self-regulatory learning |
| url | https://doi.org/10.1186/s12909-023-04842-9 |
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