Seeking a different angle on feedback in clinical education: The learner as seeker, judge and user of performance information

摘要

In this issue of Medical Education, Bok et al. report a qualitative study designed to better elucidate why and how veterinary medicine students seek feedback on their performance in the workplace. They investigated factors that might influence learners' readiness to become active players in the feed-back process. The research question is welcome and timely in the discourse on feedback, in which the bulk of practice guidelines and professional development initiatives are focused on how teachers and supervisors can better deliver high-quality feedback to learners. In this commentary, we draw on our own recent work in reconcep-tualising feedback, which positions learners as active in seeking, generating and using feedback to change their task performance