Investigation to evaluate the development of dental students' feedback literacy in the dental science undergraduate curriculum

Abstract

Background: The evidence underpinning Health Professional Sciences education in FBL is sparse. A novel, evidence-based eLearning module was designed by a multidisciplinary team of HP to increase student’s agency and active engagement with the FB process that is to intentionally support students FBL skills. Methods: 96 students participated initially in this pre post test pilot study assessing knowledge, understanding and attitudes towards feedback and level of FBL before completing a novel eLearning module. Half completed the post-test afterwards. Additionally the effects were assessed by a survey 3 months later. Online survey software collected and stored data while WPSS was used for data analysis. Results RR WAS 50% n- 48. In those responding the module was well received with 91.6% of respondents finding it helpful in the FB process and 83.8% reporting they would apply their learning to their clinical practice. 93.8% reported they would be more confident in their role in the FB process directly after completion of the module bnut these views were not sustained in the evaluation 3 months later. Few demographic characteristics were associated with attitudes towards FB however there was a tendency for older groups who are further along in their dental studies, to have more mature attitudes toward FB. Conclusions: There is potential for curriculum embedded supports and structured FBL training to develop FBL skills in DS in the short term but long term impact is less clear. There is a tendency for students who are further along in their dental studies to have more mature attitudes towards FB but this finding must be treated with caution due to the small sample size.