Undergraduate medical students’ perceptions on feedback-seeking behaviour

Dwita Oktaria, Diantha Soemantri

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

Background: The concept of feedback-seeking behaviour has been widely studied, but there is still a lack of understanding of this phenomenon, specifically in an Indonesian medical education setting. The aim of this research was to investigate medical students’ feedback-seeking behaviour in depth in one Indonesian medical school. Methods: A qualitative method was employed to explore the feedback-seeking behaviour of undergraduate medical students in the Faculty of Medicine at Universitas Lampung. Focus group discussions (FGDs) were conducted with four student groups and each group consisted of 7–10 students from the years 2012, 2013 and 2014. Data triangulation was carried out through FGDs with teaching staff, and an interview with the Head of the Medical Education Unit. Results: Study findings indicated that the motivation of students to seek feedback was underlain by the desire to obtain useful information and to control the impressions of others. Students will tend to seek feedback from someone to whom they have either a close relationship or whose credibility they value. The most common obstacle for students to seek feedback is the reluctance and fearfulness of receiving negative comments. Conclusions: Through the identification of factors promoting and inhibiting feedback-seeking behaviour, medical education institutions are enabled to implement the appropriate and necessary measures to create a supportive feedback atmosphere in the learning process.

Original languageEnglish
Pages (from-to)75-83
Number of pages9
JournalMalaysian Journal of Medical Sciences
Volume25
Issue number1
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Constructive feedback
  • Feedback
  • Feedback-seeking behaviour
  • Learning process
  • Motivation

Fingerprint

Dive into the research topics of 'Undergraduate medical students’ perceptions on feedback-seeking behaviour'. Together they form a unique fingerprint.

Cite this