Different conceptual representations and the use of different key features might be a cause for inconsistent definitions of feedback. The characteristics, strengths and weaknesses of this research-based operational definition are discussed.

SUMMARY Shortage of teachers is one of the major challenges facing the teaching profession. One of its causes is the high proportion of dropout in initial teacher

The larger picture of variables that influence the process and outcome of feedback, relevant for medical education, shows many open spaces. We suggest that targeted studies be carried out to expand our knowledge of these important aspects of feedback in medical education.

Against a background of disappointing percentages of students choosing exact and technical studies and the academic choice research tradition, a study into the choice of physics in secondary education has been carried out. It focuses on the predictive value of certain characteristics of the curriculum, the differences between schools and the stability of the choice variable. Two cohorts of students in a representative sample of schools filled in written questionnaires, four times in two years. The data were analysed in several ways that complemented each other, including multilevel analysis. The main predictor of the choice of physics in secondary education is perceived future relevance and no significant differences between schools exist. The choice variable is not stable. Many students feel uncertain about their choice of study and profession. Academic choice processes should be more connected with career choice processes. Certain characteristics of the physics curriculum can be expected to further the possibilities for students to experience physics and physics-like contents and problems as being personally meaningful and interesting.

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