A qualitative study examining the critical differences in the experience of and response to formative feedback by undergraduate medical students in Japan and the UK

Abstract

Background Formative feedback plays a critical role in guiding learners to gain competence, serving as an opportunity for reflection and feedback on their learning progress and needs. Medical education in Japan has historically been dominated by a summative paradigm within assessment, as opposed to countries such as the UK where there are greater opportunities for formative feedback. How this difference affects students’ interaction with feedback has not been studied. We aim to explore the difference in students’ perception of feedback in Japan and the UK. Methods The study is designed and analysed with a constructivist grounded theory lens. Medical students in Japan and the UK were interviewed on the topic of formative assessment and feedback they received during clinical placements. We undertook purposeful sampling and concurrent data collection. Data analysis through open and axial coding with iterative discussion among research group members was conducted to develop a theoretical framework. Results Japanese students perceived feedback as a model answer provided by tutors which they should not critically question, which contrasted with the views of UK students. Japanese students viewed formative assessment as an opportunity to gauge whether they are achieving the pass mark, while UK students used the experience for reflective learning. Conclusions The Japanese student experience of formative assessment and feedback supports the view that medical education and examination systems in Japan are focused on summative assessment, which operates alongside culturally derived social pressures including the expectation to correct mistakes. These findings provide new insights in supporting students to learn from formative feedback in both Japanese and UK contexts.

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“…(18) In contrast, articles describing learning processes in medicine and nursing abound. (19)(20)(21)(22)(23)(24) To take one example, Ohta and colleagues utilized grounded theory to reveal learning processes in Japanese medical students' transitions to rural community hospitals. (25) They found that integration of cognitive apprenticeship (26) and legitimate peripheral participation in communities of practice (27) with learners' regular reflection on performance facilitated their learning family medicine.…”