International Medical Students’ Experiences of Psychological Safety in Feedback Episodes

TY - CONF

T1 - International Medical Students’ Experiences of Psychological Safety in Feedback Episodes

AU - Thomas, Carolyn

A2 - Smith, Julie

A2 - Duke-Williams, Emma

A2 - Holme, Richard

A2 - Srinivasan, Sundar

A2 - Spark, Gordon

A2 - Martindale, Linda

A2 - Kinnear, Susan

N1 - © 2025 The Author.

PY - 2025/10/7

Y1 - 2025/10/7

N2 - Feedback and psychological safety are well-established in medical education, vital for student learning and progress. The concepts remain unexplored in the context of international students. This deserves attention given the unique challenges faced by the overseas medical students due to cultural differences. This study examined international students’ experiences of psychological safety in feedback interactions in a Scottish undergraduate medical programme. A focused ethnographic approach was adopted to explore international students’ experiences and perceptions of psychological safety in their feedback experiences. Data was collected via field observations and semi-structured interviews of both student and faculty participants. Approximately 13hrs of fieldwork and 11 interviews were conducted. These were analysed using inductive and deductive thematic analysis, and identified four key themes: feedback delivery, educator attributes, cultural factors and longitudinal educational relationships. Both staff and student participants highlighted how environmental factors such as room design and group size functioned as enablers or barriers to psychological safety in feedback episodes. Students appreciated tutors who expressed vulnerability and demonstrated awareness of their cultural backgrounds. Students described significant differences between the feedback approaches in the UK institute and that in their home country. Longitudinal associations built trust and familiarity with peers and tutors, enhancing students’ receptivity to learning and feedback. Staff awareness of cultural variability, openness to tutor vulnerability and fostering long-term educational relationships can greatly enhance psychological safety in learning and teaching activities. These insights are relevant amidst the growing globalisation of medical education and the mobility of students across borders, advocating for tailored integration to optimise their learning experience and achievement.

AB - Feedback and psychological safety are well-established in medical education, vital for student learning and progress. The concepts remain unexplored in the context of international students. This deserves attention given the unique challenges faced by the overseas medical students due to cultural differences. This study examined international students’ experiences of psychological safety in feedback interactions in a Scottish undergraduate medical programme. A focused ethnographic approach was adopted to explore international students’ experiences and perceptions of psychological safety in their feedback experiences. Data was collected via field observations and semi-structured interviews of both student and faculty participants. Approximately 13hrs of fieldwork and 11 interviews were conducted. These were analysed using inductive and deductive thematic analysis, and identified four key themes: feedback delivery, educator attributes, cultural factors and longitudinal educational relationships. Both staff and student participants highlighted how environmental factors such as room design and group size functioned as enablers or barriers to psychological safety in feedback episodes. Students appreciated tutors who expressed vulnerability and demonstrated awareness of their cultural backgrounds. Students described significant differences between the feedback approaches in the UK institute and that in their home country. Longitudinal associations built trust and familiarity with peers and tutors, enhancing students’ receptivity to learning and feedback. Staff awareness of cultural variability, openness to tutor vulnerability and fostering long-term educational relationships can greatly enhance psychological safety in learning and teaching activities. These insights are relevant amidst the growing globalisation of medical education and the mobility of students across borders, advocating for tailored integration to optimise their learning experience and achievement.

U2 - 10.20933/100001454

DO - 10.20933/100001454

M3 - Poster

T2 - University of Dundee Scholarship Conference 2025

Y2 - 2 September 2025 through 3 September 2025

ER -