<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Harmon, Cyndee D.</style></author><author><style face="normal" font="default" size="100%">Williams, Rachelle</style></author><author><style face="normal" font="default" size="100%">Kanderis-Lane, Crystal</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Feedback Literacy Development in Dental Hygiene Education</style></title><secondary-title><style face="normal" font="default" size="100%">American Dental Hygienists' Association</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2026-08-03 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">58-67</style></pages><volume><style face="normal" font="default" size="100%">100</style></volume><issue><style face="normal" font="default" size="100%">4</style></issue><abstract><style  face="normal" font="default" size="100%">[https://youtu.be/lrGqMtpCCc4.mp4]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 &lt; 0.001) when compared to controls (n = 21). The experimental group demonstrated statistically significant improvements in Appreciation of Feedback (p &lt; .001), Positive Attitude toward Feedback (p = .001), and Openness to Feedback (p &lt; .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.</style></abstract></record></records></xml>