Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task

Context Research suggests that feedback in the health professions is less useful than we would like. In this paper, we argue that feedback has become reliant on myths that perpetuate unproductive rituals. Feedback often resembles a discrete episode of an educator “telling,” rather than an active and iterative involvement of the learner in a future‐facing process. With this orientation towards past events, it is not surprising that learners...