Year: 2025
Type: article
Abstract: Feedback is one of the most powerful tools available to support clinical learning.It helps doctors in training bridge the gap between their current performance and professional standards.[1][2][3] Yet despite its recognised importance, feedback often fails to deliver its full educational potential.Studies estimate that only a minority of feedback results in meaningful behavioural change.4 This disconnect could be particularly pronounced in hierarchical clinical environments such as Hong Kong, where trainees may be reluctant to ask questions or acknowledge uncertainty.Cultural factors-including the desire to maintain harmony, concern about losing face and a reluctance to challenge authority-can suppress feedback conversations.5,6 When this happens, learning slows, misunderstandings persist and clinical performance may suffer.7,8 As postgraduate training moves toward competency-based medical education (CBME), feedback must evolve from a procedural requirement to an educational tool that supports growth and reflection.
DOI: 10.1002/hkj2.70046
Authors: Hing‐yu So, Albert K. M. Chan
Institution: Hong Kong Academy of Medicine
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,800
OpenAlex ID: W4414713784