Educators have long noticed differences in how students receive and use feedback. Despite the development of best practice guidelines, some learners in the health professions still struggle to incorporate corrective feedback. To date, little research has been done to examine learner characteristics and how those traits might explain differences in feedback-related behavior. A qualitative study using a constructivist, grounded theory approach was conducted to examine the behaviors and learner characteristics that contribute to successful use of feedback. Medical and physician assistant students in their clinical years at one academic health center were interviewed to determine how they used feedback to learn. An overarching theory was developed to explain the process used by students who successfully used feedback. Participants needed to be ready, willing, and able to learn from feedback. Readiness required the learner to hear the corrective feedback without negative emotion and understand how to use the criticism. Willingness required a valuing process that resulted in meaning making. It also required motivation and a growth mindset. Able learners needed to utilize strategic learning behaviors to incorporate feedback into practice change. Barriers to feedback use included emotional interference, inability to create a positive narrative around the feedback encounter and understand it as part of a larger context, and the inability to utilize adaptive learning strategies. The paper considers important education theories, such as Self-regulated Learning and Achievement Goal Theory-theories that should be incorporated into future research.
Keywords: Achievement goal theory; Meaning-making; Mindset; Motivation; Qualitative research; Self-regulated learning; Use of feedback.