Undergraduate Medical Students’ Perceptions on Feedback-Seeking Behaviour

Glossary definitions and references:

Scientific and Ayurvedic Glossary list for “Undergraduate Medical Students’ Perceptions on Feedback-Seeking Behaviour”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.

1) Table:
A structured arrangement of data used to summarize, display, and analyze information. In academic contexts, and particularly in medical education, tables are essential for presenting findings coherently. They facilitate easy comparison of variables, trends, and themes from research, making it easier for readers to grasp complex information at a glance.

2) Learning:
The process through which individuals acquire knowledge, skills, attitudes, or competences from experience, study, or teaching. In medical education, effective learning is crucial for developing critical thinking and self-assessment abilities among students, enabling them to perform well in clinical settings and ultimately improve patient care and outcomes.

3) Perception:
The mental interpretation of sensory information. In feedback-seeking behavior, students' perceptions about feedback can shape their willingness to seek assistance and their understanding of constructive criticism. Misaligned perceptions about feedback can hinder the learning process and discourage students from engaging actively with instructors and their peers.

4) Teaching:
The act of imparting knowledge or skills to individuals, especially within a formal educational setting. Effective teaching strategies in medical education not only convey information but also inspire students to be proactive in their learning. This includes encouraging feedback-seeking behavior and fostering an environment conducive to sharing thoughts and queries.

5) Study (Studying):
The process of dedicating time and effort to learn about a subject. In medical education, studying encompasses various methods like reading, discussing, and applying learned concepts. A cultural emphasis on studying encourages students to seek feedback actively, which can significantly improve their learning outcomes and overall understanding of medical practices.

6) Performance:
The execution of a task, often measured against standards or benchmarks. In the realm of medical education, students' performance is critical, impacting their progression and competence in clinical practice. Feedback plays a vital role in improving performance, allowing students to identify strengths and weaknesses and adjust their learning strategies accordingly.

7) Education:
A systematic process for facilitating learning, typically through school systems. In medicine, education is paramount for training future healthcare professionals. Effective medical education goes beyond content delivery; it fosters feedback cultures and encourages students to seek guidance and support to enhance their skills and competencies in patient care.

8) Desire:
A strong feeling of wanting or wishing for something. In the context of feedback-seeking behavior, students’ desire to improve their knowledge and skills is essential. When students have a genuine desire for constructive feedback, they are more likely to engage actively with instructors, thereby enhancing their learning experience and performance.

9) Discussion:
A collaborative exchange of ideas or viewpoints that facilitates deeper understanding and critical thinking. In medical education, discussions, especially in groups, encourage students to articulate their experiences, reflect on feedback, and assimilate different perspectives, which enriches the learning process and fosters a supportive educational environment.

10) Knowledge:
The understanding, information, or skills acquired through experience or education. In medical education, knowledge is foundational for student practice and patient care. Continuous knowledge acquisition is vital, involving not just theoretical understanding but also practical applications in clinical settings, where seeking and providing feedback are essential components of professional growth.

11) Rules:
Established guidelines or principles governing conduct or procedures. In educational contexts, rules can dictate classroom behavior, group work dynamics, and feedback mechanisms. Clear rules contribute to creating a supportive environment in medical education, ensuring that students feel safe to ask questions and seek the feedback necessary for their development.

12) Medicine:
A field of science and practice concerned with health, disease, and patient care. Medical education equips students with the necessary competencies, knowledge, and skills to practice medicine effectively. Moreover, internalizing the feedback-seeking behavior is crucial in this field, as it impacts clinical performance and patient outcomes significantly.

13) Training:
The systematic process of learning skills, behaviors, and knowledge essential for specific activities. In medical education, training involves practical experiences and theoretical learning, geared towards preparing students for real-world clinical scenarios. Encouraging feedback-seeking during training can help students improve skills, adapt to various situations, and enhance their practice.

14) Kalu:
Refers to an author cited in the research context. The work of Kalu emphasizes the importance of feedback in medical education, specifically discussing how learning to give feedback promotes higher levels of engagement and effectiveness in teaching environments, which could significantly enhance the educational experience for medical students.

15) Fear:
An emotional response to perceived threats, often resulting in anxiety or avoidance. In medical education, fear often inhibits students from seeking feedback due to concerns about negative evaluations or criticism. Addressing these fears is crucial for fostering an environment where constructive feedback can be freely exchanged, ultimately enhancing learning.

16) Hand:
In a metaphorical sense, 'hand' can represent the act of giving or receiving support, such as feedback. In the context of feedback-seeking behavior, reaching out for a 'hand' symbolizes the proactive approach students should adopt to improve their performance and facilitate communication in educational settings.

17) Inference:
The act of drawing conclusions from evidence or reasoning. In education, inference is critical in assessing feedback, as students must interpret the information provided to make informed improvements. Effective inference skills enable students to identify areas for growth, enhancing their overall learning experience and adaptability in medical practice.

18) Realising (Realizing):
The act of becoming fully aware of something, often resulting in understanding or insight. In medical education, realising one’s limitations or strengths is key to effective learning. This aspect is closely linked to feedback-seeking behavior, as awareness encourages students to engage with instructors for constructive critiques and support.

19) Language:
A system of communication used for expressing ideas and feelings. In medical education, effective use of language is fundamental for articulating queries and comprehending feedback. Mastery of medical terminology and communication skills enhances feedback-seeking behavior, allowing students to engage meaningfully with instructors and peers in learning environments.

20) Quality:
The standard or degree of excellence. In medical education, quality refers to the effectiveness of teaching, learning, and feedback processes. High-quality education ensures that students not only receive comprehensive knowledge but also develop feedback-seeking behaviors essential for continuous improvement and excellence in their future medical careers.

21) Raising:
The act of increasing or enhancing. In the education context, raising awareness about the importance of feedback can influence students’ behavior in seeking guidance and support. By raising the profile of feedback mechanisms in medical education, institutions can foster an environment that promotes continuous improvement and professional development among students.

22) Meeting:
A gathering of individuals for discussion or interaction. In educational contexts, meetings can facilitate feedback exchanges, allowing students and instructors to engage in dialogue about performance and expectations. Regularly scheduled meetings promote accountability and reflection, ensuring that feedback-seeking behaviors are nurtured and valued in educational settings.

23) Anxiety:
A state of unease or apprehension often associated with uncertainty and fear. In medical students, anxiety may arise concerning assessment performance or concern for receiving critical feedback. This emotional state can hinder effective feedback-seeking behavior, making it essential for educators to create a supportive environment that alleviates student fears.

24) Reason:
The cognitive ability to think, understand, and form judgments. In feedback-seeking behavior, students must apply reason to evaluate the value of the feedback and make thoughtful decisions about how to improve. Fostering reasoning skills aids in interpreting feedback effectively, which ultimately leads to better learning outcomes.

25) Santa (Shanta, Samta, Shamta):
Refers colloquially to a character associated with generosity and gift-giving. In an educational context, understanding the allegory of 'Santa' could emphasize the importance of constructive feedback in providing valuable insights to students. Viewing feedback as a 'gift' rather than criticism can help mitigate fear and promote an open learning culture.

26) Field:
In the educational context, 'field' can refer to a specific area of study or practice, such as medicine. Each field has unique demands regarding knowledge and skills development. In medical education, a focus on the field enables students to hone their feedback-seeking skills within the context of their professional requirements.

27) Party:
In contexts discussing feedback, 'party' can denote a stakeholder or participant involved in feedback interactions. Understanding the roles of all parties in the feedback process—students, teachers, and administrators—facilitates clearer communication and improves the feedback-seeking behavior of students within educational environments.

28) Line:
In academic discourse, 'line' may represent a line of communication or an established pathway for constructive feedback. Understanding lines of communication among students and faculty reinforces the feedback-seeking behavior, as clear lines enhance accessibility and encourage students to communicate their needs and concerns effectively.

29) Post:
Can refer to positioning or sharing opinions and feedback in discussions or forums. In medical education, 'post' may indicate the importance of disseminating experiences and feedback seeking through online or formal academic channels, promoting a culture of sharing knowledge and facilitating improved educational outcomes.

30) Mud:
The emotional state that can significantly influence behavior, including feedback-seeking. In educational settings, a positive mood can promote openness to feedback, while a negative mood may lead to withdrawal. Recognizing the impact of mood on students’ willingness to seek feedback can help educators craft supportive learning environments.

31) Life:
Refers to the experiences and challenges individuals face in various contexts, including education. In medical education, life experiences can shape students’ perspectives on feedback and learning. Understanding that feedback is an integral part of life-long learning can empower students to embrace it as a tool for growth and development.