Feedback conversations: First things first?

• Published in: Patient education and counseling 2023-10, Vol.115, p.107849-107849, Article 107849
• Main Authors: Robb, Katharine A., Rosenbaum, Marcy E., Peters, Lauren, Lenoch, Susan, Lancianese, Donna, Miller, Jane L.
• Format: Article
• Language: English
• Subjects: Communication; Feedback; Medical education; Medical students
• ISSN: 0738-3991; 1873-5134
• DOI: 10.1016/j.pec.2023.107849

This study explores medical students’ perceptions regarding the order in which feedback is given and its impact on how that feedback is received. Medical students were interviewed regarding their feedback experiences during medical school and preferred order in which to receive feedback. Thematic analysis was applied to interview transcripts to identify salient themes in students’ comments related to feedback order. Twenty-five students entering their second, third, and fourth years of medical school participated in the study. Students indicated that the order in which feedback was conveyed influenced their receptivity to its content, but varied in their specific order preferences. Most students indicated that they preferred feedback conversations that started with positive observations. Only the most senior students expressed a preference for feedback based on self-assessment. Feedback conversations are complicated interactions. Students’ responses to feedback are influenced by a variety of factors, including the order in which feedback is delivered. Educators should recognize that students’ feedback needs may be influenced by a variety of factors, and should aim to tailor feedback and the order of its delivery to the learner. •Feedback models differ in their recommendations for the order of feedback delivery.•Little evidence exists to support a specific order for feedback delivery.•Medical students indicated that order of delivery affects how feedback is received.•Students’ stated preferences for feedback order varied between educational levels.