# Feedback literacy among undergraduate dental students: A cross-sectional study across two institutions

## TL;DR

This study assesses how well dental students understand and use feedback, finding they generally have strong skills but struggle to seek feedback actively.

## Contribution

The study introduces empirical data on feedback literacy in dental education, highlighting gaps in formal training and feedback-seeking behavior.

## Key findings

- Dental students showed high overall feedback literacy scores but lower scores in seeking feedback.
- Only 25.3% of students had received formal feedback training.
- Feedback practices varied significantly by perceived usefulness and academic year.

## Abstract

Feedback literacy (FL) is the ability to seek, interpret and apply feedback. It is critical for dental students’ clinical competence and professional growth. Despite its importance, empirical research on FL in dental education remains limited. The objective of the study was to assess FL among undergraduate dental students from two private dental institutions in Lahore using Student Feedback Literacy Scale (SFLS).

A cross-sectional study was conducted at two private dental colleges in Lahore from March to May 2025. A structured questionnaire including the validated SFLS was used to collect data. Participants included 245 Bachelor of Dental Surgery (BDS) students from first to final year while house officers were excluded. Statistical analyses included descriptive statistics, non-parametric tests for inferential analysis.

Internal consistency of the SFLS and its six subscales was strong, with Cronbach’s alpha values >0.80 across all domains. Participants demonstrated a high overall feedback literacy score (FLS), with a median of 3.79 (IQR=0.58). The eliciting domain score was lowest (median=3.75) indicating reluctance to seek feedback. Only 25.3% had received formal feedback training. Verbal feedback was the primary mode (51.8%). FLS differed significantly by perceived usefulness (p < 0.001) and by academic year (p = 0.011).

Considerable variation was observed in feedback practices, including frequency, sources, and modes of feedback received. Dental students reported high FL but lower scores in the eliciting domain highlight the need for structured feedback training to support self-directed learning.