ArticleMedical education online2026
Beyond receiving: feedback literacy as a catalyst for resident growth, a scoping review.
Article in Medical education online, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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Authors and funding
2 authors.
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Abstract
introductionFeedback literacy is gaining momentum in health professions education as an important driver of learning. It involves the capacity to interpret, engage with and act on feedback in ways that promote genuine improvement. While strengthening feedback literacy could make feedback more impactful, it is unclear how effectively resident doctors use these skills in practice.
methodsThis scoping review examines the current landscape of feedback literacy skills among residents through the lens of Carless and Boud's feedback literacy framework of
resultsOf 1048 articles screened, 15 met inclusion criteria and only one was an intervention designed to enhance feedback literacy. Although residents valued feedback, their engagement with it varied widely. Few studies explored how residents judged their own performance, managed emotional responses or acted on feedback. No studies assessed the long-term impact of feedback literacy training on learning or clinical performance.
conclusionFeedback literacy offers a promising pathway to strengthen residents' capacity as purposeful, growth-oriented learners. However, meaningful progress will depend on moving beyond delivering feedback well to explicitly teaching residents how to use it.
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