Receiving feedback: becoming an actor in your professional development

Feedback is a key learning tool in medical education, but it is often perceived as unsatisfactory by learners. While it was long seen as a simple transfer of information, it is now recognized as an interactive process in which the learner plays an active role. To fully benefit from feedback, learner...

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Published in:Revue médicale suisse Vol. 21; no. 924; p. 1328
Main Authors: Hagon-Nicod, Olivia, Mancinetti, Marco, Bonvin, Raphaël, Grandmaison, Gaël
Format: Journal Article
Language:French
Published: Switzerland 25.06.2025
Subjects:
Education, Medical - methods
Feedback
Formative Feedback
Humans
Learning
ISSN:1660-9379
Online Access:Get more information
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Abstract Feedback is a key learning tool in medical education, but it is often perceived as unsatisfactory by learners. While it was long seen as a simple transfer of information, it is now recognized as an interactive process in which the learner plays an active role. To fully benefit from feedback, learners must understand its value and potential for their professional development and adopt a proactive approach to the exchange. This involves developing key skills such as managing emotions, analyzing content, and creating a learning plan. Supervisors, in turn, must provide high-quality feedback, support learners in this process, and foster a learning-conducive environment.
AbstractList Feedback is a key learning tool in medical education, but it is often perceived as unsatisfactory by learners. While it was long seen as a simple transfer of information, it is now recognized as an interactive process in which the learner plays an active role. To fully benefit from feedback, learners must understand its value and potential for their professional development and adopt a proactive approach to the exchange. This involves developing key skills such as managing emotions, analyzing content, and creating a learning plan. Supervisors, in turn, must provide high-quality feedback, support learners in this process, and foster a learning-conducive environment.
Feedback is a key learning tool in medical education, but it is often perceived as unsatisfactory by learners. While it was long seen as a simple transfer of information, it is now recognized as an interactive process in which the learner plays an active role. To fully benefit from feedback, learners must understand its value and potential for their professional development and adopt a proactive approach to the exchange. This involves developing key skills such as managing emotions, analyzing content, and creating a learning plan. Supervisors, in turn, must provide high-quality feedback, support learners in this process, and foster a learning-conducive environment.Feedback is a key learning tool in medical education, but it is often perceived as unsatisfactory by learners. While it was long seen as a simple transfer of information, it is now recognized as an interactive process in which the learner plays an active role. To fully benefit from feedback, learners must understand its value and potential for their professional development and adopt a proactive approach to the exchange. This involves developing key skills such as managing emotions, analyzing content, and creating a learning plan. Supervisors, in turn, must provide high-quality feedback, support learners in this process, and foster a learning-conducive environment.
Author Bonvin, Raphaël
Grandmaison, Gaël
Hagon-Nicod, Olivia
Mancinetti, Marco
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SubjectTerms Education, Medical - methods
Feedback
Formative Feedback
Humans
Learning
Title Receiving feedback: becoming an actor in your professional development
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