ArticleAdvances in medical education and practice2026
The Resident Experience of Feedback in Clinical Training: Emotional, Cognitive, and Behavioural Responses: A Qualitative Study.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
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Who cites it
1 citing paper in PubMed.
- The Resident Experience of Feedback in Clinical Training: Emotional, Cognitive, and Behavioural Responses: A Qualitative Study [Letter].Advances in medical education and practice · 2026Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Feedback is a key component of medical education and professional development, yet there is limited understanding of residents' emotional, cognitive, and behavioral responses to feedback in clinical training settings. Previous studies, primarily using quantitative questionnaire-based approaches, have explored feedback experiences in medical education; however, limited research has examined these experiences in postgraduate pediatric training in Kuwait, particularly the cultural, interpersonal, and contextual factors that influence feedback. This study explored the experiences of pediatricians who completed residency training between 2015 and 2020. Methods: This qualitative study used semi-structured, open-ended interviews. Eleven pediatric residents and three supervisors participated. Interviews were conducted face-to-face or online, recorded, manually transcribed, and analyzed using inductive thematic analysis. Data collection continued until sufficient information power was achieved. Results: Five themes were generated through the researchers' interpretive engagement with the data: factors influencing feedback experiences, consequences of feedback, learning how to provide feedback, characteristics of feedback received, and challenges in the feedback process. Participants described both supportive feedback that enhanced confidence and learning, and negative experiences that caused demotivation and uncertainty. Cultural hierarchy, institutional practices, and workload pressures strongly influenced these experiences. Conclusion: This study provides new qualitative and contextual insights into feedback practices in postgraduate pediatric training in Kuwait.
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