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Abstract of the research

This literature review explored the perspectives of research supervisors and novice researchers about giving and receiving written feedback on research reports, with a particular focus on how this feedback influenced their supervisory relationship.

What is the purpose of the research?

As research educators, we understand that written feedback on research-related writing is important for novice researcher education and development. Receiving feedback can also be very confronting, and potentially damaging if inappropriately delivered. We noticed that there was very little evidence-based information to guide supervisors and mentors about how to provide effective written feedback, particularly in relation to reporting research findings. We wanted to better understand what helps and hinders novice researchers to progress their writing and gain confidence in sharing their research findings in a written report. We also wanted to be able to write some recommendations for the supervisors and novice researchers about ‘do’s and don’ts’ of giving and receiving written feedback.

What did the researchers do?

We conducted a thorough search in peer-reviewed journals, then gathered all the information we found in papers about written feedback in research reports over the past 20 years. We then coded and discussed all the relevant information we found, and identified themes that were common between across the studies. We used these themes to develop a written feedback checklist that included separate but related recommendations for supervisors and novice researchers.

What did the researchers find?

Thirty five papers about written feedback on research reports by novice researchers were included in our review. The themes identified related to the ‘emotional impact’, the ‘power dynamic’, ‘communication’ and the ‘content and structure’ of written feedback. The evolution of the supervisory relationship from purely supervisory to a peer relationship adds complexity to written feedback processes. The checklist we developed from the synthesised data provides guidance for supervisors and students about their respective and shared responsibilities within a supervisory relationship.

How can the research be used?

This research will assist supervisors of novice researchers to provide effective written feedback, and for students to effectively utilise written feedback. This paper has 3,500 ‘reads’, over 2,000 full text views and more than 18,000 abstract views for across the globe, showing the relevance and interest in this topic.

Read the full research report published in the Health Education in Practice Journal - Vol. 3 | No. 2 | 2020