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Background <p>Providing constructive feedback is essential for supporting the growth and development of trainees during experiential learning. However, both preceptors and students often face challenges in effectively giving and receiving feedback, which can hinder learning and limit trainee progress. This study explores how relational dynamics between preceptors and trainees shape the interpretation, uptake, and developmental impact of feedback within workplace-based pharmacy training.</p> Methods <p>An exploratory interpretivist qualitative design was used, drawing on semi-structured interviews conducted face-to-face or virtually between July 2023 and January 2024. A purposive sample of pharmacy students and preceptors were recruited from the community and hospital setting across Qatar. Data were transcribed verbatim and analyzed using reflexive thematic analysis to generate an in-depth understanding of participants’ experiences.</p> Results <p>A total of 12 pharmacy students and 12 pharmacy preceptors participated in the study. Four interrelated themes were identified. Feedback was experienced as a relational practice shaped by trust, preceptor identity, and the quality of the preceptory relationship. Participants described feedback as a developmental catalyst that supported insight, confidence, and professional growth when it was timely, specific, and grounded in psychological safety. However, structural and relational tensions, including time pressures, variability in preceptor approaches, and discomfort with critical dialogue, often limited the depth and consistency of feedback. Finally, participants highlighted the need to build a shared feedback culture through clearer expectations, ongoing preceptor training, and systems that support reflection and co-regulated learning.</p> Conclusion <p>Effective feedback was shaped not only by its timeliness and specificity but also by the quality of the preceptor-student relationship and the level of psychological safety within the learning environment. These findings suggest that feedback in experiential learning should be approached as a relational and bidirectional process that supports trainee insight, reflection, and progression toward autonomous practice.</p>

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Feedback as a two-way process: how relational dynamics shape learning in workplace-based training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月18日

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  • Dania Alkhiyami,
  • Muhammad Abdul Hadi,
  • Ahsan Sethi,
  • Tarik Al-Diery

摘要

Background

Providing constructive feedback is essential for supporting the growth and development of trainees during experiential learning. However, both preceptors and students often face challenges in effectively giving and receiving feedback, which can hinder learning and limit trainee progress. This study explores how relational dynamics between preceptors and trainees shape the interpretation, uptake, and developmental impact of feedback within workplace-based pharmacy training.

Methods

An exploratory interpretivist qualitative design was used, drawing on semi-structured interviews conducted face-to-face or virtually between July 2023 and January 2024. A purposive sample of pharmacy students and preceptors were recruited from the community and hospital setting across Qatar. Data were transcribed verbatim and analyzed using reflexive thematic analysis to generate an in-depth understanding of participants’ experiences.

Results

A total of 12 pharmacy students and 12 pharmacy preceptors participated in the study. Four interrelated themes were identified. Feedback was experienced as a relational practice shaped by trust, preceptor identity, and the quality of the preceptory relationship. Participants described feedback as a developmental catalyst that supported insight, confidence, and professional growth when it was timely, specific, and grounded in psychological safety. However, structural and relational tensions, including time pressures, variability in preceptor approaches, and discomfort with critical dialogue, often limited the depth and consistency of feedback. Finally, participants highlighted the need to build a shared feedback culture through clearer expectations, ongoing preceptor training, and systems that support reflection and co-regulated learning.

Conclusion

Effective feedback was shaped not only by its timeliness and specificity but also by the quality of the preceptor-student relationship and the level of psychological safety within the learning environment. These findings suggest that feedback in experiential learning should be approached as a relational and bidirectional process that supports trainee insight, reflection, and progression toward autonomous practice.