Marianne Steding-Jessen, Henriette Engberg, Erik Jakobsen, Torben Riis Rasmussen, Henrik Møller
Progress against lung cancer, Denmark, 2008-2022
Acta oncologica (Stockholm, Sweden)
feedback crucial promote learning improve performance however lack nuanced understanding medical teachers reflect internalise student feedback sf study aims fill gap exploring teachers make sense sf improve performance nurture personal professional development crosssectional qualitative study based constructivist paradigm 14 medical teachers individually drew rich picture rp feedback experience received informal formal feedback students resulting personal professional change drawing interviewed participants deepen understanding teachers experiences analysed drawings interview transcripts using iterative process thematic analysis sf culminated personal professional change highly emotional experience teachers often longlasting consequences may threaten reassure selfconcept professional identity generating feedback avoidance feedbackseeking behaviour sf particularly powerful transforming teaching practices teachers feel connected students honest constructive relationship remarkably teachers intentionally build relationships certain selected students get qualified feedback sf acceptance also increases teachers open receiving feedback institutional culture values feedback finally medical teachers believe formal planned feedback relevant improve curriculum informal spontaneous feedback important promoting teachers personal professional development sf potential become transformative learning experience teachers studentteacher relationship teachers emotional reactions affect way teachers make sense internalise sf enact behavioural change understanding complexity surrounding sf vital supporting teachers seizing opportunities growth nurturing meaningful relationship act teaching