A qualitative exploration of feedback experience among final-year physiotherapy students using activity theory.

ABSTRACT:

Background

Feedback is an important part of learning, however, it often does not have the desired effect. Much work has been done exploring students' engagement with feedback and factors which may impact engagement. Mutual understanding of feedback and feedback practice on the part of the student and educator is essential.

Methods

This study explored the perceptions of feedback of final-year physiotherapy students at Stellenbosch University (South Africa). Twelve semi-structured interviews were conducted to generate data. Cultural-historical activity theory was used as an analytic lens in the data analysis.

Results

Students understood feedback to be a continuous, bidirectional conversation in which they were actively involved. Students recognised their agency in feedb

SUBMITTER: Lupton-Smith A 

PROVIDER: S-EPMC11744870 | biostudies-literature | 2025 Jan

REPOSITORIES: biostudies-literature