“Please don’t expose me”: students’ perceptions of psychological safety during peer feedback on presentations

Abstract

Peer feedback on presentations is experienced as a socially negotiated event rather than a purely pedagogical activity. Psychological safety determines whether feedback is received as developmental or exposing. Structured moderation, culturally sensitive facilitation, and protected feedback channels enable rigorous yet dignity-preserving peer learning. Designing psychologically safe feedback practices is essential for preparing reflective and communicative health professionals.