Peer feedback for learning in health higher education: a scoping review and its contribution to osteopathy education

Abstract

Feedback plays a fundamental role in learning, significantly influencing student performance. In the context of higher education in health sciences, peer feedback has emerged as a promising pedagogical approach, fostering self-regulation, critical thinking, and professional development. However, its implementation faces challenges such as variability in feedback quality, emotional barriers, and difficulties in ensuring its effectiveness. This study aims to understand the effectiveness of peer feedback as a pedagogical strategy in health higher education and to explore its potential within osteopathic education, where evidence-based teaching is beginning to gain attention. To achieve this, a scoping review was conducted to map the existing literature, identify the benefits and challenges of peer feedback, and discuss recommendations for its integration into osteopathic education. The methodology followed the Joanna Briggs Institute guidelines for scoping reviews, analyzing scientific articles from databases such as EBSCOhost, PubMed, Web of Science, and Scopus. After a rigorous selection process, 10 studies were included, examining the use of peer feedback in health education contexts. The results indicate that peer feedback enhances student engagement, self-assessment abilities, and collaborative learning, although its effectiveness depends on a structured educational environment and the development of skills for providing and receiving constructive feedback. Based on this analysis, the study concludes that peer feedback is a valuable tool for osteopathic education, promoting more active and collaborative learning. However, further research is needed to explore its application in academic and clinical settings and its impact on the professional development of students.