J Dent Hyg. 2026 Aug 3;100(4):58-67.
ABSTRACT
Purpose Feedback literacy is a pivotal concept in education. Students with well-developed feedback literacy are able to understand, interpret, and implement feedback effectively to improve learning and performance. The purpose of the study was to evaluate the effectiveness of a feedback literacy course for dental hygiene students.Methods This study utilized a quantitative randomized control trial comprising a convenience sample of 42 dental hygiene students over two consecutive semesters. The control group received no formal feedback education, while the experimental group completed a feedback literacy module with an in-person feedback workshop, a follow-up in-person reflection activity, and online feedback literacy resources. Feedback Literacy was measured using the Feedback Literacy Scale, where participants self-rated their abilities on a Likert scale. A pre/posttest design was used, paired with supplemental open-ended questions for the experimental group to determine perceived program impact. Descriptive statistics were used to analyze the data.Results Overall Feedback Literacy posttest mean scores of the experimental group (n = 21) were significantly higher (p < 0.001) when compared to controls (n = 21). The experimental group demonstrated statistically significant improvements in Appreciation of Feedback (p < .001), Positive Attitude toward Feedback (p = .001), and Openness to Feedback (p < .001). Four key concepts emerged from open-ended questions posed to experimental group, namely: valuing feedback, seeking feedback, managing emotions, and enhancing self-assessment.Conclusion Students may benefit from feedback literacy training delivered early in their education. The feedback literacy module helped students value feedback, use self-assessment to identify learning gaps, actively seek feedback, and regulate emotions during feedback.
PMID:42552082
