Purpose Professional Identity Formation (PIF) requires an understanding of how one is perceived by others. Feedback, including peer assessment, serves as a cornerstone of this process. Medical students must therefore develop skills in giving and receiving feedback yet, formal training on this topic is limited. We developed a curriculum, including video prework and didactic to prepare 1st year medical students (MS1) for peer assessments. Methods MS1 students were assigned a 10-minute prework video followed by a brief in-person session focused on giving feedback using the SBI (situation, behavior, impact) model and receiving feedback. The prework contained pre and post video multiple choice and open-ended questions assessing knowledge, confidence and attitudes. Paired sample t-tests were used to analyze pre and post test scores. Wilcoxon signed-rank tests were used to compare pre and post intervention self-reported confidence in providing and receiving feedback. Qualitative analysis was used to analyze open-ended responses. Results 76 students completed the video prework and all survey questions. There was a statistically significant increase in test scores after training (t(75) = -4.456, p < .001), with a calculated Cohen’s d of 0.511. Self-reported confidence in providing and receiving feedback significantly increased (Z = -4.426, p < .001; Z = -3.392, p < .001). Qualitative analysis of assignment takeaways revealed 3 common themes: principles of effective feedback, including the use of a specific, behavioral and actionable framework (28), the SBI model (13) and approaches to delivering feedback (19). Conclusion Our training in giving and receiving feedback was effective in improving MS1 self-reported confidence and knowledge. The role of feedback in shaping PIF emphasizes the need for further curriculum development.