“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. 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.

Understanding students' feedback use in medical progress testing: A qualitative interview study

“…Students reported that they needed more guidance and support to overcome these barriers; they preferred clear and explicit instructions and tools on how to read and handle the feedback. This struggle with appropriate learning strategies and the desire for explicit instructions is also reported in earlier studies 17,37–39 . Guidance or explicit suggestions on how to address knowledge gaps could enable students to construct appropriate strategies for improvement 19 …”

“…This struggle with appropriate learning strategies and the desire for explicit instructions is also reported in earlier studies. 17,[37][38][39] Guidance or explicit suggestions on how to address knowledge gaps could enable students to construct appropriate strategies for improvement. 19 Most students were not willing to act upon the feedback (volition), 17 primarily due to its perceived insignificance and lack of interest.…”