Developing a framework for medical student feedback literacy using a triangulated thematic analysis
This study builds on existing frameworks to reveal novel elements of feedback literacy. Patient safety and reflective practice emerged as new components of feedback literacy exclusive to medical students, while emotional regulation and the use of multiple feedback sources were adapted to fit the medical education context. Thus, this framework addresses an identified gap and advances the conceptualisation of feedback literacy to suit medical students better.
Authors
- Chiann Ni Thiam (ORCID: https://orcid.org/0000-0002-8483-4701)
- Mohamad Nabil Mohd Noor (ORCID: https://orcid.org/0000-0002-7342-7430)
- Jessica Cockburn (ORCID: https://orcid.org/0000-0001-6308-0923)
- Galvin Sim Siang Lin (ORCID: https://orcid.org/0000-0002-3996-5470)
- Chan Choong Foong (ORCID: https://orcid.org/0000-0003-4790-005X)
- Jamuna Vadivelu (ORCID: https://orcid.org/0000-0003-3336-4129)
- Yang Faridah Abdul Aziz (ORCID: https://orcid.org/0000-0002-0869-1972)
- Tiiu Sildva (ORCID: https://orcid.org/0000-0002-1121-1466)
Institutions
- University Malaya Medical Centre (MY)
- University Health Network (CA)
- Hospital Pulau Pinang (MY)
- University of Malaya (MY)
- International Islamic University Malaysia (MY)
Publication Details
- Journal
- Annals of Medicine
- Published
- 2025-08-09
- DOI
- https://doi.org/10.1080/07853890.2025.2520395
- Citations
- 3
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 5.64
Funders
- Ministry of Higher Education, Malaysia