Muirne Spooner¹
Teresa Pawlikowska¹
1 Royal College of Surgeons in Ireland University of Medicine and Health Sciences 

Feedback is well recognised as influencing academic achievement (1). Factors which influence learner responses to feedback are well described(2,3). The processes by which feedback affects learners’ subsequent internal processing is less well researched. This review maps what is known of how learners interact with feedback through the lens of self-regulatory learning theory, to better understand how feedback affects learning strategies, and explore enhancing and inhibiting factors. 

Pilot searching indicated heterogeneous study designs, prompting choice of scoping methodology. Inclusion criteria comprised: i) learners (undergraduate, postgraduate, continuing education) who regularly receive feedback, and ii) studies which associated feedback with subsequent learner reaction. Screening was performed independently in duplicate. Data extraction and synthesis occurred via an iterative consensus approach. Self- regulatory learning theory (SRL) was used as the conceptual framework. 

Of 4253 abstracts reviewed, 232 were included in final synthesis. Few papers defined feedback and interpretations varied widely. Learners cognitively using feedback to aid understanding, identify strengths and weaknesses, and reflect on learning. Emotional reactions are common and often negative. Changes to practice and seeking more feedback were the most frequent behavioural responses. Many studies reported contextual factors mediating learner acceptance of feedback. 

Heterogeneity in definitions and practice are barriers to interactions that support learning. Feedback has the potential to interact with all areas of self-regulation with context often impacting if this is positive or negative. 

Educational programmes should explicitly define feedback, describe feedback goals and apply research-informed practice models. To support SRL, feedback should focus on learner needs, facilitate bi-directional dialogue, acknowledge and support emotions, provide transparent standards and foster constructive learner-supervisor relationships 

References (maximum three) 

1. Hattie J. 2008. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London 

2. Sargeant J, Mann K, Sinclair D, Van der Vleuten C, Metsemakers J. 2008. Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use. Adv Health Sci Educ Theory Pract. 13(3):275–288. 

3. Winstone NE, Nash RA, Rowntree J, Parker M. 2017b. Supporting learners' agentic engagement with feedback: a systematic review and a taxonomy of recipience processes. Educ Psychol. 52(1):17–37.