DETERMINANTS, PERCEIVED EFFECTIVENESS, AND CONTEXTUAL BARRIERS OF EDUCATIONAL FEEDBACK AMONG UNDERGRADUATE MEDICAL STUDENTS: A MIXED-METHODS STUDY

Authors: Sadia Qureshi, Muhammad Tahir Aziz , Muhammad Faizan Tahir, Muhammad Tayyab Amer

Keywords: Medical education; Feedback perception; Artificial Intelligence; Academic performance; Student-centered approach

Abstract

Recent shifts in medical education emphasize a transition from feedback as a "transmission" (teacher-to-student) to a "process" (dialogue). Central to this shift is Learner Feedback Literacy, the capacity to appreciate, judge, and manage emotions within the feedback loop (1). Despite its importance, the hierarchical nature of medical training often strangles this dialogue, making it imperative to investigate how students navigate these inherent power dynamics. The evaluation of educational programs in the health professions has increased in recent years, and feedback is one of the essential components of program evaluation