Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content‐heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time‐on‐task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three‐dimensional printed upper limb skeleton models. A two‐part mixed‐method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses.

Despite feedback being widely-used by health professions educators as a tool to develop clinical competencies, strategies to guide its successful implementation remain limited. In addition, health professions learners are often dissatisfied with the quality and/or volume of feedback they receive. Efforts to better engage learners in feedback processes has resulted in the development of a number of theoretical frameworks to guide educators, one being feedback literacy. Feedback literacy can be conceptualised as a learner's ability to recognise, comprehend, generate and take action on feedback they encounter during their learning to aid health professions learners' clinical competency development. Here, we draw on both a conceptual framework of feedback literacy and other contemporary feedback literature to provide twelve practical tips by which feedback literacy can be developed in health professions learners.

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

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