Peer feedback as a strategy to foster feedback literacy in first-year allied health students

Introduction: Developing a student’s capacity to provide and utilise feedback are transferable skills from classroom employment. Feedback literacy encompasses ability recognise, understand take action on feedback. The link between peer remains under investigated. aims of this project were twofold: firstly, evaluate first-year allied health students’ behaviours attitudes towards feedback; secondly, assess the capability these students feedback. Methods: Participants osteopathy enrolled at Victoria University, Melbourne in 2019. learning activities embedded throughout year. Firstly, participants invited complete Likert questionnaire their survey was administered three time points Secondly, quality provided by assessed two (semester one two) using quantitative rubric. Results: A significant difference identified student over (p<0.05). Peer rubric scores significantly improved semester (p < 0.001). Discussion: First-year can develop study Participating peer-feedback tasks, associated appeared improve quality. This may be due experience with task, development literacy, and/or developing an appreciation actionable peers. These findings highlight potential assessment has implications for university curriculum design workplace learning. Conclusion: capabilities assist fostering literacy. How use performance requires additional investigation.