Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66

Abstract

Introduction

Little is known of processes by which feedback affects learners to influence achievement. This review maps what is known of how learners interact with feedback, to better understand how feedback affects learning strategies, and to explore enhancing and inhibiting factors.

Methods

Pilot searching indicated a wide range of interpretations of feedback and study designs, prompting the use of scoping methodology. Inclusion criteria comprised: (i) learners (undergraduate, postgraduate, continuing education) who regularly receive feedback, and (ii) studies that associated feedback with subsequent learner reaction. The screening was performed independently in duplicate. Data extraction and synthesis occurred via an iterative consensus approach. Self-regulatory learning theory (SRL) was used as the conceptual framework.

Results

Of 4253 abstracts reviewed, 232 were included in the final synthesis. Understandings of feedback are diverse; a minority adopt recognised definitions. Distinct learner responses to feedback can be categorized as cognitive, behavioural, affective, and contextual with complex, overlapping interactions. Importantly emotional responses are commonplace; factors mediating them are pivotal in learner recipience.

Conclusion

Feedback benefits learners most when focussed on learner needs, via engagement in bi-directional dialogue. Learner emotions must be supported, with the construction of positive learner-teacher relationships. A developmental agenda is key to learner’s acceptance of feedback and enhancing future learning.

Keywords:

• Feedback
• feedback recipience
• feedback receptivity
• feedback acceptance
• feedback response

Acknowledgements

We thank Professor Sam McConkey, RCSI University of Medicine and Health Sciences, for his generosity of time and his expertise in contributing to the discussions which led to the final framework and his consistent support personally and academically for the completion of this project.

We thank members of BEME and the BEME International Collaborating Centre for their expertise in recommendations for developing the protocol.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Muirne Spooner

Muirne Spooner, MBBChBAO PG Dip HPE, is a medical practitioner and educationalist. She has 12 years of experience working in undergraduate and postgraduate education in RCSI University of Medicine and Health Sciences, and the Royal College of Physicians in Ireland, respectively.

Catherine Duane

Catherine Duane, MBBCh BAO, is a clinical lecturer in the Department of Medicine, RCSI. She has experience in Cochrane Systematic reviews and has undertaken a post-graduate diploma in Health Professions Education. She undertook screening of approximately half the abstracts, discussed methodology, and approved the final text.

Jane Uygur

Jane Uygur, MD, CCFP, MCISc, is a Clinical Competency Tutor in the department of General Practice, RCSI, Dublin. She has previously completed a BEME review. She undertook screening of approximately half the abstracts, discussed methodology, and approved the final text.

Erica Smyth

Erica Smyth, PhD, is the Research Officer in the Health Professions Education Centre and BEME coordinator for the RCSI BICC contributed to methodology and development.

Brian Marron

Brian Marron, MSc Human Ecology, BA Psychology and Geography, is a research assistant with experience in both qualitative and quantitative research methodology. He was the second reviewer for the full-text papers.

Paul J. Murphy

Paul J. Murphy, MLIS, is an information specialist with the Library, at RCSI University of Medicine and Health Sciences. Paul has extensive expertise in literature searching for clinical systematic reviews, clinical guidelines, Best Evidence Medical Education (BEME) reviews, and evidence summaries. He developed the search strategy, advised on repeat searching, keyword selection, and checked hand-searching and citation-searching rigour.

Teresa Pawlikowska

Teresa Pawlikowska, PhD FRCPI, is the Foundation Director of the Health Professions Education Centre at RCSI University of Medicine and Health Sciences. She is an experienced medical doctor and educationalist, and has contributed to the development of BEME since she joined RCSI in 2013. Her particular research interest is relational dynamics and quality of learning and change: student/teacher and patient/professional interactions. She was chief supervisor of the review, arbitrator, and editor.