Purpose
Feedback is meant to guide growth, but how it is received and internalized by learners can vary greatly. Some comments inspire confidence, while others can discourage or confuse. This study explored how medical students interpret and respond to written and verbal feedback received during developmental assessments, with a focus on what makes feedback feel empowering, helpful, or dismissive.

Methods
Undergraduate medical students from year I–IV were invited to share personal stories about receiving feedback during clinical skills sessions, formative exams, and portfolio reviews. Using a narrative analysis approach, we focused on how students made sense of these moments what stood out, what stayed with them, and how the feedback influenced their motivation or self view. Stories were examined for tone, emotional impact, and recurring ideas that shaped learners’ understanding of themselves.

Results
Students shared a wide range of reactions, but certain patterns emerged. Empowering feedback was described as specific, future focused, and delivered in a respectful tone. Many students valued comments that acknowledged effort, clarified expectations, and gave room to improve without fear. In contrast, vague or judgmental feedback often led to confusion or self doubt. One strong theme that emerged was being seen, where students felt encouraged when feedback reflected an understanding of their learning journey, not just a performance snapshot.

Conclusion
Feedback is not just about correcting, it is about connecting. For students, meaningful feedback feels personal, constructive, and kind. Educators must be intentional not just in what they say, but in how and when they say it. In CBME and beyond, feedback should empower learners to grow with clarity and confidence, not leave them second guessing their place in the system.