Background Receiving constructive feedback is an essential component of medical education, yet many learners experience disappointment, defensiveness, or self-doubt when confronted with critical comments. These emotional reactions may reduce learners' willingness to reflect on or implement feedback. This study evaluated an arts-based workshop designed to help medical students recognize emotional responses, reframe criticism, and develop healthier feedback practices. Methods An educational workshop was implemented among undergraduate medical students following formative assessments. The workshop combined visual art interpretation, guided reflective exercises, and facilitated discussion to explore emotional reactions to challenging feedback scenarios. Students examined selected artworks depicting ambiguity, vulnerability, resilience, and perspective before applying these concepts to authentic feedback situations encountered during medical training. Pre- and post-workshop questionnaires explored feedback acceptance, emotional regulation, reflective confidence, and intention to apply feedback in future learning. Results Students reported greater awareness of their immediate emotional responses to criticism and described feeling better equipped to pause, interpret, and respond constructively before reacting. Participants highlighted that visual metaphors encouraged discussion of emotions that were often difficult to express directly. The workshop also promoted empathy, reduced perceptions of feedback as personal judgment, and encouraged viewing constructive criticism as an opportunity for growth and professional development. Conclusion Preparing learners to receive feedback requires more than teaching reflection strategies; it also requires developing emotional resilience. Arts-based learning offers an engaging and psychologically safe approach to helping students navigate difficult feedback while strengthening feedback literacy and lifelong learning skills.