Study 2: How Do International Medical Students Make Sense of Internal and External Feedback to Improve Their Dutch Communication Skills?

Summary of the Study: This study explored how international medical students perceive and integrate internal feedback (self-reflection) and external feedback (from peers, teachers, and simulated patients) while learning medical Dutch communication skills through simulated patient consultations (SPCs). • Design:Mixed-methods design (survey + semi-structured interviews). • Participants: 16 third-year international medical students (3 male, 13 female; mean age = 23; all B2 Dutch CEFR level). • Procedure: Six-session Medical Dutch course during which each session included briefing, SPC, and debriefing.

Students received internal and external feedback systematically integrated into the course. • Instruments: o Feedback perception survey (8 items: preference, satisfaction, trustworthiness, progress facilitation). o Semi-structured interviews (30–60 min, conducted online during COVID-19). o Thematic analysis (Atlas.ti, data saturation reached at 16 interviews). Key Findings: 1. Quantitative survey results: o External feedback scored higher than internal feedback in preference, satisfaction, and trustworthiness. o Both internal and external feedback were rated equally effective for facilitating learning progress. 2.