Medical students' feedback orientation (their attitudes about and preferences for feedback from preceptors) may change over the course of the third year of medical school and is likely influenced by identity-related factors. This study proposed that both how students view themselves personally (i.e., impostor syndrome) and how they view themselves in relation to the group (i.e., identification with the profession) are identity factors related to related to feedback orientation during clinical rotations. 177 third-year medical students enrolled in a four-phase longitudinal survey study beginning at the start of clinical rotations and continuing every twelve weeks of the academic year thereafter. Feedback orientation was conceptualized and measured as comprising aspects of utility (i.e., feedback is valuable and useful), sensitivity (i.e., feeling intimidated or threatened by corrective feedback), confidentiality (i.e., public/private context of feedback), and retention (i.e., feedback remembered). Results indicated that these aspects of feedback orientation did not significantly change during the third year. Instead, impostor syndrome was at least marginally, significantly associated with all aspects of feedback orientation across phases. Group identity was associated with feedback utility and retention, and female-identifying students reported significantly greater feedback confidentiality and feedback retention. Interventions may be needed to improve medical students' attitudes about feedback, particularly for those who experience impostor syndrome. Fostering group cohesion among medical students may influence how well students remember feedback and find it useful.

中文翻译：

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身份影响医学生在第三年临床轮转期间对反馈的取向。

医学生的反馈取向（他们对导师反馈的态度和偏好）可能会在医学院第三年的过程中发生变化，并且可能受到身份相关因素的影响。这项研究提出，学生如何看待自己的个人（即冒名顶替综合症）以及他们如何看待自己与群体的关系（即对职业的认同）都是与临床轮换期间反馈导向相关的身份因素。177 名三年级医学生报名参加了一项四阶段纵向调查研究，该研究从临床轮转开始开始，此后每学年每十二周继续进行一次。反馈导向被概念化和测量为包括效用（即反馈是有价值和有用的）、敏感性（即，感觉受到纠正性反馈的恐吓或威胁）、保密性（即反馈的公共/私人背景）和保留（即记住的反馈）。结果表明，反馈导向的这些方面在第三年没有发生显着变化。相反，冒名顶替综合症至少与跨阶段反馈导向的所有方面都存在显着相关。群体认同与反馈效用和保留有关，女性认同的学生报告反馈保密性和反馈保留率明显更高。可能需要采取干预措施来改善医学生对反馈的态度，特别是对于那些经历过冒名顶替综合症的人。培养医学生之间的团队凝聚力可能会影响学生记住反馈并发现其有用的程度。