A qualitative study of medical students' perceptions of resident feedback

Abstract

Residents play a pivotal role in medical students' clinical education. From a feedback lens, the near‐peer relationship between student and resident holds the potential to foster an educational alliance that could influence learning. We undertook the current qualitative study to explore medical students' perceptions of feedback experiences with residents, addressing when, how and why (and conversely when not and why not) resident feedback plays a role in their clinical education.