Evaluating the Feedback Literacy Behaviors of Pharmacy Learners: A Case Study from One UK University

OBJECTIVE: This study aimed to evaluate the feedback literacy behaviors of UK pharmacy learners studying a MPharm degree at 1 case study site. It sought to investigate feedback literacy to understand how pharmacy learners engage with feedback to contribute novel findings to the literature regarding the enhancement of feedback literacy. METHODS: A cross-sectional survey design was employed using the Feedback Literacy Behavior Scale (FLBS). The FLBS consists of 24 items across 5 categories (seeking, making sense, using, providing, managing affect) rated on a 6-point Likert scale. Demographic data (year of study, gender, ethnicity, language, home/international status) and free text comments on feedback improvement were also collected. Data from 231 responses were analyzed using descriptive and inferential statistics and content analysis. RESULTS: The overall mean FLBS score was 112.60 (SD = 14.20), suggesting learners have moderate to high feedback literacy. Participants scored highest in managing affect and lowest in providing feedback information. The lowest-scoring items related to offering or asking for peer feedback. Free text comments highlighted dissatisfaction with feedback being vague, untimely, and lacking personalization. No statistically significant difference was found by gender or year of study. Participants with English as a second language scored significantly higher, whereas the mixed ethnicity group scored significantly lower than others. CONCLUSION: UK pharmacy learners are generally feedback literate, particularly receptive to receiving feedback, but less involved in providing peer feedback. Language and ethnicity influenced feedback literacy scores, unlike gender and year of study. Educators should facilitate peer-to-peer feedback and dialog to enhance feedback literacy.