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There is little research into how to deliver summative assessment student feedback effectively. The main aims of this study were to clarify how students engage with feedback in this context and to explore the roles of learning‐related characteristics and previous and current performance.

A website was developed to deliver feedback about the objective structural clinical examination (OSCE) in various formats: station by station or on skills across stations. In total, 138 students (in the third year out of five) completed a questionnaire about goal orientation, motivation, self‐efficacy, control of learning beliefs and attitudes to feedback. Individual website usage was analysed over an 8‐week period. Latent class analyses were used to identify profiles of students, based on their use of different aspects of the feedback website. Differences in learning‐related student characteristics between profiles were …