Table 1.

Learner, teacher, technology and process-related factors for trainees’ feedback-seeking behaviours

	Inhibiting factors	Facilitating factors
Learner focused	Poor learning needs assessment (what to have feedback on) Emotional reactions (about teachers)	Value placed on feedback (feedback as a gift to be saved) Value placed on teachers (learning from seniors)
Teacher focused	Delayed feedback (irrelevant) Generic feedback (irrelevant)	Relevant feedback (high utility; facilitates self-regulation) Dedication to teaching (high utility; trainee respect)
Technology focused	Poor user-interface (time-wasting; irrelevant material upload) Lack of reminders (forgetting to check)	Online versus face to face (face-saving utility)
Process focused	Timing (repetition) Frequency (workload)	None mentioned