Going beyond 'received and understood' as a way of conceptualising feedback

摘要

Editor - It is great that a complex view of feedback is being explicated increasingly in medical education,1'2 but the calls for a shift from perceiving feedback as something that is 'transmitted' to ensuring it is 'received and understood' do not seem to press the issue far enough. Language serves as more than a vehicle for the delivery of messages; it shapes and gives rise to ideas.3 Using language such as 'give' and 'receive' continues to propagate a narrow transmission-based model of feedback that is individualistic in focus. There are a number of problems with a transmissive view of feedback, which include: the creation of dependency on the tutor, the reduction of learner agency, and the ignoring of the important role of feedback in the development of self-regulation and professional socialisation into the language of assessment and feedback.