Javiera Fuentes-Cimma: School of Health Sciences, Faculty of Medicine, Pontificia Universidad Cat��lica de Chile, Santiago, Chile.
Dominique Sluijsmans: Rotterdam University of Applied Sciences, Rotterdam, the Netherlands.
Paulina Perez-Mejias: School of Medicine, Johns Hopkins University, Baltimore, United States of America.
Ignacio Villagran: School of Health Sciences, Faculty of Medicine, Pontificia Universidad Cat��lica de Chile, Santiago, Chile.
Arnoldo Riquelme: Centre for Medical and Health Profession Education, Faculty of Medicine, Pontificia Universidad Cat��lica de Chile, Santia-go, Chile.
Sylvia Heeneman: Department of Pathology, Faculty of Health, Medicine and Health Sciences, Maastricht University, the Netherlands.
Objectives: To cross-culturally validate the Feedback Orientation Scale in the clinical workplace, focusing on the Spanish adaptation of the instrument in the Chilean context. Methods: A cross-cultural validation of the Feedback Orientation Scale was conducted across six Chilean universities and nine health professions education programs. The target population were students in their clinical clerkship. The scale was translated through a rigorous process and was applied online. Validity and reliability of the constructs were evaluated through confirmatory factor analysis. A descriptive statistical analysis was conducted. Results: A total of 510 students participated (70% female, average age 24.1 years, 30% response rate). Students' responses were from Medicine (n=128), Physiotherapy (n=128), Nursing (n=63), Dentistry (n=49), and five other disciplines. Confirmatory factor analysis showed a sufficient fit of the original factor structure CFI = 0.96, SRMR = 0.045, RMSEA = 0.051, 90% CI [0.044, 0.057]. Item loadings were above 0.50. Factor reliability ranged from 0.77 to 0.91. Overall, students' perception of receptivity to feedback was positive, and the Feedback Self-efficacy subscale had the most "disagree" and "strongly disagree" responses. Conclusions: Our findings provide evidence regarding the validity and reliability of the Feedback Orientation Scale for assessing the feedback orientation of health profession education students in the clinical workplace. Students scored lowest on two items related to feedback self-efficacy, indicating low confidence in handling feedback. This Feedback Orientation Scale can reveal valuable insights into how students may differ in their receptivity and use of feedback in the clinical workplace, informing teaching practices and interventions, and redesigning existing feedback practices.
