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

2026-09-03 2026-09-13 2026-09-20 9/24/2026 12:00:00 AM Canadian Journal of Applied Sciences 16 2026 Review article 20 31 2026 ID N-5730-2015 10.5281/zenodo.22963294 English Sadia Qureshi, Muhammad Tahir Aziz , Muhammad Faizan Tahir, Muhammad Tayyab Amer Medical education; Feedback perception; Artificial Intelligence; Academic performance; Student-centered approach 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