Recent shifts in medical education emphasize a transition from feedback as a "transmission" (teacher-to-student) to a "process" (dialogue). Central to this shift is Learner Feedback Literacy, the capacity to appreciate, judge, and manage emotions within the feedback loop (1). Despite its importance, the hierarchical nature of medical training often strangles this dialogue, making it imperative to investigate how students navigate these inherent power dynamics. The evaluation of educational programs in the health professions has increased in recent years, and feedback is one of the essential components of program evaluation