Clarifying students’ feedback‐seeking behaviour in clinical clerkships

Abstract

This study shows that during clinical clerkships, students actively seek feedback according to personal and interpersonal factors. Perceived costs and benefits influenced this active feedback-seeking behaviour. These results may contribute towards the optimising and developing of meaningful educational opportunities during clerkships.

Feedback: Cultivating a Positive Culture

“…They suggest that goal-oriented learners are voracious seekers of feedback, and being motivated by a desire to learn is consistently cited as a positive predictor of feedback-seeking behavior. 16,17 Unfortunately, few learners begin training programs with a purely goal-oriented mindset; the very nature of higher education and the process of arriving at a postgraduate training program dictate otherwise.…”

Initiatives to Improve Feedback Culture in the Final Year of a Veterinary Program

“…Our students highlighted the variation in the feedback received from different members of staff; credibility is enhanced when feedback is given by a respected clinician, who has directly observed the task, and who seems genuinely interested in the student as an individual [2,22,31,32] .…”

“…Veterinary students are more likely to seek feedback if they feel part of the clinical team [31] . Whilst there is evidence that students can be trained to take a more active role in soliciting feedback [20] , it is likely that the increase in feedback-seeking behaviour, whilst potentially impacted by the initiatives and improvement in feedback culture, may also have been a reflection on students' maturation and increased experiences within the clinics over the course of the final year.…”

“…Student receptivity and responsiveness to feedback is a complex process, affected by various factors, in particular whether they believe the feedback to be credible, their motivations and emotional state [6,[29][30][31] . Our students highlighted the variation in the feedback received from different members of staff; credibility is enhanced when feedback is given by a respected clinician, who has directly observed the task, and who seems genuinely interested in the student as an individual [2,22,31,32] .…”

Perspectives on Learning and Business Plans—More in Common Than Meets the Eye

“…Utilization of a template may be helpful for the novice in facilitating consideration of the important aspects of plan development and implementation. 14 Component 5 (Implementation and Monitoring) [15][16][17][18] Implementation of the actual learning plan should be guided by feasibility, clarity of purpose, and a timetable. Measurable outcomes need to be anticipated and time allotted for periodic reassessment of how the plan is proceeding.…”