Developing a framework for medical student feedback literacy using a triangulated thematic analysis.
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| Názov: | Developing a framework for medical student feedback literacy using a triangulated thematic analysis. |
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| Autori: | Mohd Noor MN; Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia., Cockburn JG; Department of Surgical Oncology, University Health Network, Toronto, Canada., Foong CC; Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia., Thiam CN; Department of Medicine, Hospital Pulau Pinang, Pulau Pinang, Malaysia., Abdul Aziz YF; Department of Biomedical Imaging, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia., Sildva T; Department of Surgical Oncology, University Health Network, Toronto, Canada., Lin GSS; Department of Restorative Dentistry, Kulliyyah of Dentistry, International Islamic University Malaysia, Kuantan Campus, Pahang, Malaysia., Vadivelu J; Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia. |
| Zdroj: | Annals of medicine [Ann Med] 2025 Dec; Vol. 57 (1), pp. 2520395. Date of Electronic Publication: 2025 Aug 09. |
| Spôsob vydávania: | Journal Article |
| Jazyk: | English |
| Informácie o časopise: | Publisher: Informa Healthcare Country of Publication: England NLM ID: 8906388 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1365-2060 (Electronic) Linking ISSN: 07853890 NLM ISO Abbreviation: Ann Med Subsets: MEDLINE |
| Imprint Name(s): | Publication: London : Informa Healthcare Original Publication: Helsinki : Finnish Medical Society Duodecim, 1989- |
| Výrazy zo slovníka MeSH: | Students, Medical*/psychology , Feedback* , Formative Feedback*, Humans ; Female ; Male ; Focus Groups ; Qualitative Research ; Adult ; Clinical Competence ; Education, Medical/methods ; Education, Medical, Undergraduate/methods ; Interviews as Topic ; Faculty, Medical/psychology |
| Abstrakt: | Introduction: Feedback literacy is critical for medical students to develop their competencies. However, a conceptualisation or framework of feedback literacy specific to the medical education context has yet to be developed. A comprehensive framework that addresses diverse feedback sources, dynamic environments, and the prioritisation of patient safety can guide the development of feedback literacy in medical students. Materials and Methods: The present study explored and triangulated stakeholder perspectives (medical students, medical educators and patients) on medical student feedback literacy through semi-structured interviews. This information was then used to develop a feedback literacy framework. Data collection took place over approximately six months, from August 2023 to January 2024. Results: Nine focus group discussions and 26 individual interviews were conducted, involving 38 medical students from 14 medical schools, 15 medical educators from six medical schools and 11 patients from four healthcare facilities. The resulting transcripts were thematically analysed, and stakeholder perspectives were triangulated to identify emerging patterns. A feedback literacy framework for medical students was then designed based on the coded themes. The framework comprises seven elements, including a fundamental appreciation of feedback, preparation for and engagement in the process, analysis and evaluation of information and the need for emotional regulation to effectively internalise feedback and become safe, competent doctors. Conclusion: This study builds on existing frameworks to reveal novel elements of feedback literacy. Patient safety and reflective practice emerged as new components of feedback literacy exclusive to medical students, while emotional regulation and the use of multiple feedback sources were adapted to fit the medical education context. Thus, this framework addresses an identified gap and advances the conceptualisation of feedback literacy to suit medical students better. |
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| Contributed Indexing: | Keywords: Feedback literacy; framework; thematic analysis; undergraduate medical students Local Abstract: [plain-language-summary] This study introduces a framework for medical student feedback literacy, designed to improve feedback processes and enhance learning outcomes in medical education by incorporating the perspectives of students, educators, and patients.The use of triangulated thematic analysis in this study highlights the importance of gathering diverse viewpoints to strengthen the depth and credibility of qualitative research on feedback literacy in medical education.Integrating feedback literacy into the medical curriculum is crucial for improving student learning outcomes and patient safety; however, further research across different cultural and educational contexts is needed to validate and expand the framework’s applicability. |
| Entry Date(s): | Date Created: 20250809 Date Completed: 20250809 Latest Revision: 20250813 |
| Update Code: | 20250813 |
| PubMed Central ID: | PMC12337726 |
| DOI: | 10.1080/07853890.2025.2520395 |
| PMID: | 40781974 |
| Databáza: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstrakt: | Introduction: Feedback literacy is critical for medical students to develop their competencies. However, a conceptualisation or framework of feedback literacy specific to the medical education context has yet to be developed. A comprehensive framework that addresses diverse feedback sources, dynamic environments, and the prioritisation of patient safety can guide the development of feedback literacy in medical students.<br />Materials and Methods: The present study explored and triangulated stakeholder perspectives (medical students, medical educators and patients) on medical student feedback literacy through semi-structured interviews. This information was then used to develop a feedback literacy framework. Data collection took place over approximately six months, from August 2023 to January 2024.<br />Results: Nine focus group discussions and 26 individual interviews were conducted, involving 38 medical students from 14 medical schools, 15 medical educators from six medical schools and 11 patients from four healthcare facilities. The resulting transcripts were thematically analysed, and stakeholder perspectives were triangulated to identify emerging patterns. A feedback literacy framework for medical students was then designed based on the coded themes. The framework comprises seven elements, including a fundamental appreciation of feedback, preparation for and engagement in the process, analysis and evaluation of information and the need for emotional regulation to effectively internalise feedback and become safe, competent doctors.<br />Conclusion: This study builds on existing frameworks to reveal novel elements of feedback literacy. Patient safety and reflective practice emerged as new components of feedback literacy exclusive to medical students, while emotional regulation and the use of multiple feedback sources were adapted to fit the medical education context. Thus, this framework addresses an identified gap and advances the conceptualisation of feedback literacy to suit medical students better. |
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| ISSN: | 1365-2060 |
| DOI: | 10.1080/07853890.2025.2520395 |