Table 5.

Summarized gaps by feedback concept elements

Provider	Message	Receiver	Actions	Environment
Follow-up studies on faculty development Feedback content when giving feedback Comparison with performance standards Tutors practices based on gender, attendance of faculty development workshops, academic qualifications, and perceptions of the value of feedback.	Positive versus negative messages Technology useful for giving and receiving feedback easily Efficient methods of written feedback Effectiveness of written summary of the feedback discussion To investigate the content of feedback and its relation with the perceived instructiveness of feedback	Different year groups Student’s perception Emotional responses Self-Regulation Theory, and differences in the receipt and use of feedback. Feedback-seeking behaviors of students Difference by medical specialty and professions Recognition of the feedback provided Feedback negative impact on students Students’ perceptions of feedback providers characteristics related to feedback acceptance Credibility of feedback Influences in trainees’ response Feedback and self-esteem Interventions for receptivity to feedback	Making use of feedback Decision to develop from the feedback The impact of goal setting and other aspects of self-regulated learning Feedback and trainees’ future performance Long-term efficacy and effects of feedback Impact of the feedback Guidance on how to utilize the feedback Using feedback episodes in their future learning Moving from novice to expert: responsibility for learning Supporting their use of feedback.	Changes in the learning culture and effect on the quality of feedback Workplaces and their influence on feedback Cultural factors and hierarchical system of medical education Assessment and improvement of culture of feedback in an organization Elements of effective feedback in different cultures Elements of open and safe interaction in the feedback conversation Effects of context on feedback incorporation Influences of culture in implementing feedback processes in different countries Influence of culture on the process and acceptance of feedback

Relationship provider-receiver-environment

Tutors/students perspectives at the same time Feedback from students to faculty to understand feedback conversation A need for better and complete understanding of the process of giving, receiving, interpreting, and using feedback as a basis for real progress toward entrustment decisions Educational alliances Relationship (educator and learner) and the conditions that facilitate effective and meaningful evaluation