"I Think Many of Them Want to Appear to Have a Growth Mindset": Exploring Supervisors' Perceptions of Feedback-Seeking Behavior

• Published in: Academic medicine Vol. 99; no. 11; pp. 1247 - 1253
• Main Authors: Ginsburg, Shiphra, Lingard, Lorelei, Sugumar, Vijithan, Watling, Christopher J
• Format: Journal Article
• Language: English
• Published: United States 01-11-2024
• ISSN: 1040-2446; 1938-808X; 1938-808X
• DOI: 10.1097/ACM.0000000000005838

Feedback seeking is an expected learner competency. Motivations to seek feedback are well explored, but we know little about how supervisors perceive such requests for feedback. These perceptions matter because how supervisors judge requests can affect the feedback they give. This study explores how supervisors perceive and attribute motivations behind feedback requests to better understand the benefits and hazards of feedback seeking.
Constructivist grounded theory was used to interview supervisors at the Temerty Faculty of Medicine, University of Toronto, from February 2020 to September 2022. Supervisors were asked to describe instances when they perceived feedback requests as being sincere or insincere, what led to their opinions, and how they responded. Transcripts were analyzed and coded in parallel with data collection; data analysis was guided by constant comparison.
Seventeen faculty were interviewed. Participants perceived 4 motivations when learners sought feedback: affirmation or praise; a desire to improve; an administrative requirement, such as getting forms filled out; and hidden purposes, such as making a good impression. These perceptions were based on assumptions regarding the framing of the initial request, timing, preexisting relationship with the learner, learner characteristics, such as insecurity, and learner reactions to feedback, particularly defensiveness. Although being asked for feedback was generally well received, some participants reported irritation at requests that were repetitive, were poorly timed, or did not appear sincere.
Feedback seeking may prompt supervisors to consider learners' motivations, potentially resulting in a set of entangled attributions, assumptions, and reactions that shape the feedback conversation in invisible and potentially problematic ways. Learners should consider these implications as they frame their feedback requests and be explicit about what they want and why they want it. Supervisors should monitor their responses, ask questions to clarify requests, and err on the side of assuming feedback-seeking requests are sincere.