Exploring feedback-seeking behaviour in undergraduate dietetics students in a classroom context
1
1 Department of Health Professions Education, Stellenbosch University, Cape Town, South Africa
2
2 Division of Human Nutrition, Department of Global Health, Stellenbosch University, Cape Town, South Africa
3
3 Division of Physiotherapy, Department of Health & Rehabilitation Sciences, Stellenbosch University, Cape Town, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A1081
ABSTRACT
INTRODUCTION:
Feedback-seeking behaviour (FSB) described as proactively or intentionally searching for feedback, can contribute significantly to students’ learning and performance outcomes. This study aimed to explore the factors that influence FSB in undergraduate dietetics students in a classroom context.
METHODS:
A qualitative study was conducted to explore the experiences and perceptions of dietetics students that influence their FSB. The data was collected through individual interviews with participants. Data were recorded, transcribed and analysed using a reflexive thematic analysis method.
RESULTS:
Three main themes were generated: student perceptions of feedback, student engagement in FSB, and barriers and enablers to FSB. Despite having diverse perceptions about feedback, most participants regarded it as essential for learning and professional development. Participants’ perceptions of feedback, lecturer-student dynamics and peer interactions influenced both their motivation and the manner in which they engaged in FSB. Several barriers and enablers to FSB were identified, with emotions emerging as a key factor in either driving or inhibiting FSB.
CONCLUSIONS:
This study demonstrated how FSB is influenced by the interaction between students and lecturers within the classroom environment where feedback occurred. Educational interventions to improve FSB should include lecturers and students but must be supported by academic institutions.
Feedback-seeking behaviour (FSB) described as proactively or intentionally searching for feedback, can contribute significantly to students’ learning and performance outcomes. This study aimed to explore the factors that influence FSB in undergraduate dietetics students in a classroom context.
METHODS:
A qualitative study was conducted to explore the experiences and perceptions of dietetics students that influence their FSB. The data was collected through individual interviews with participants. Data were recorded, transcribed and analysed using a reflexive thematic analysis method.
RESULTS:
Three main themes were generated: student perceptions of feedback, student engagement in FSB, and barriers and enablers to FSB. Despite having diverse perceptions about feedback, most participants regarded it as essential for learning and professional development. Participants’ perceptions of feedback, lecturer-student dynamics and peer interactions influenced both their motivation and the manner in which they engaged in FSB. Several barriers and enablers to FSB were identified, with emotions emerging as a key factor in either driving or inhibiting FSB.
CONCLUSIONS:
This study demonstrated how FSB is influenced by the interaction between students and lecturers within the classroom environment where feedback occurred. Educational interventions to improve FSB should include lecturers and students but must be supported by academic institutions.
| eISSN: | 2654-1459 |
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