Feedback as a spectrum: The evolving conceptualisation of feedback for learning

Abstract

Feedback has been purported as a key determinant of effective learning. In this article, we examine the evolving conceptualisation of feedback. We focus on feedback practices between teacher and student, while acknowledging that feedback can also occur between various other role players. We begin with an overview of the historical understanding of feedback, using broader education literature where relevant, and comparing and contrasting it with more recent publications in the field. This is followed by a brief discussion of some of the key issues in providing feedback in the setting of modern medical education. We argue that tensions in the literature may be better understood if varying feedback practices are to be accepted as part of a wider spectrum of practices.