From Value to Valued: International Medical Students' Changing Views on Feedback Perception and Application in Communication Learning

Introduction This study explores the evolution of first-year international medical students' perceptions of feedback as they develop communication skills through simulated patient consultations (SPCs). Knowing how students’ appreciation of feedback evolves over time is essential for improving feedback methods in medical education. Methods In this qualitative 36-week study, we followed ten students, collecting data through closed questions assessing feedback perception, observation notes, and semi-structured interviews to document students' emotions and subjective reactions to feedback. Results The findings indicate a gradual change in the importance students place on various feedback during their SPCs. Initially, feedback from simulated patients was highly valued due to its direct relevance to patient interactions and the students' focus on reducing their learning load. Data analysis revealed that as students progressed in their studies, the frequency of students using student-buddy feedback increased. By the final SPC, students reported that tutorial discussions had become their most trusted and reliable source of feedback. The analysis of the interviews also revealed four predominant themes that shed light on why their perceived values of feedback changed over time: navigating through stress, adapting to the challenge, enhancing the learning efficiency, and listening to the full story. Discussion The study reveals how medical students' views on the value of feedback evolve through simulated patient consultations, initially valuing patient feedback, then shifting to peer insights, and eventually to tutorial discussions. This progression reflects the students' growing skills in communication and their adaptation to the challenges of SPCs. The findings emphasize the importance of tailoring feedback strategies to the students’ developmental stages in medical communication learning during consultations, thereby enhancing the acquisition and retention of these skills. More broadly, this study underscores the critical role of adaptive feedback mechanisms in professional education, suggesting that such tailored approaches could be beneficial across various disciplines where skill development and effective communication are essential.