What do you think of when you hear the word ‘feedback’? A reflective thematic analysis study of interviews

Abstract

AbstractPurposeAlthough most teaching around feedback focuses on the delivery, one must consider that the word ‘feedback’ is not a neutral word. It inflicts a range of emotions that, when used, may influence the effectiveness of the feedback process. A more profound understanding of health professions educators' perceptions regarding the word ‘feedback’ can help explain discrepancies between the provision, reception and acceptance of feedback.MethodsThis is a qualitative inductive, reflective thematic analysis study. The authors interviewed 22 health professions educators participating in an online workshop to develop their feedback giving skills on their initial perspectives of the word ‘feedback’.ResultsWe found four major themes: (1) Can I tell you a little story about my feedback experience? (2) It is probably going to be negative. (3) There is always something to learn if you are willing to hear the message. (4) It is like getting a report card. From the data, we suggest one key antecedent and two practical approaches one could take when giving feedback.ConclusionIn this article, the authors highlight barriers during the feedback process due to the mere perception of the nature of feedback and the connotations associated with the term itself and suggest approaches that can refocus conversations towards a shared meaning and purpose of improvement, despite the preconceptions of the word ‘feedback’.