ArticleMedical education2026
Desired features of feedback in a high-paced clinical setting: A Q-methodology study.
Article in Medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- Desired features of feedback in a high-paced clinical setting: A Q-methodology study.Medical education · 2026Article
- Researching feedback in clinical education: What might the problems be represented to be?Medical education · 2026Article
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Authors and funding
5 authors.
Funding
Abstract
introductionThe transformative learning potential of feedback, a key pillar of competency-based medical education, can only be fully realised when a learner's preferences are integrated into the feedback process. However, there is limited understanding of medical residents' preferences, which could better inform this process. This study investigates patterns in emergency residents' perspectives on preferences for feedback features and their potential implications on learning.
methodsWe used Q-methodology, which combines quantitative and qualitative data to systematically rank and compare shared and distinct perspectives on a specific topic. Thirty-two purposively sampled emergency medicine residents from 11 teaching hospitals were each invited to participate in a Q-sorting exercise and post-sorting interview. We analysed the Q-sorts to identify patterns in residents' preferences for feedback features. Qualitative insights from the interviews facilitated a structured interpretation and understanding of the differences and similarities between the generated viewpoints. Viewpoints represent subjective yet shared patterns of similarity in opinions about the most and least desirable feedback features, based on how residents ranked statements reflecting these features.
resultsOf the 32 Q-sorts, 27 (84.4%) successfully loaded onto four different viewpoints reflecting prevailing perspectives of feedback preferences during residency training: (i) specific and comprehensive feedback; (ii) safe and evidence-based feedback; (iii) timely and relationally grounded feedback; and (iv) growth-focused and motivational feedback. Despite differences, residents across all viewpoints stressed the importance of obtaining feedback during crucial moments in their learning process. DISCUSSION: Residents' preferences for feedback vary, suggesting that a universal approach to providing feedback may not be effective. Instead, various characteristics must be considered, reinforcing the necessity for innovative feedback practices to meet individual learners' unique needs in the clinical workplace.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.