Background: Feedback is a fundamental element in medical education, essential for helping students develop complex skills and achieve deep understanding. This study examines the impact of different types of feedback—specifically instructor, oral, written, peer, and automated on academic performance and self-directed learning (SDL) among dental students. Methodology: A study conducted at Shifa College of Dentistry from November 2023 to May 2024, this study used a cross-sectional, observational design with a sample of 200 students. Feedback data were collected through quantitative assessments of academic scores and self-reported measures of SDL, along with a structured questionnaire to capture students' perceptions of feedback quality and effectiveness. Statistical analysis involved both descriptive and inferential methods, including correlation and regression, to evaluate the relationship between feedback types and academic outcomes. Results: Instructor feedback showed the most significant improvement in academic scores (15%) and SDL scores (85), with a p-value of 0.01 for both, underscoring its effectiveness. Oral feedback closely followed, positively impacting both academic and SDL outcomes. Written feedback, though less immediate, also contributed to measurable improvements, while peer and automated feedback were less impactful. Peer feedback showed limited effect on academic gains, and automated feedback, though efficient, lacked the personalized guidance essential for significant learning enhancement. Conclusion: The findings highlight the crucial role of instructor and oral feedback in fostering academic performance and self-directed learning, underscoring the value of interactive, personalized feedback in medical education. The study suggests potential benefits from integrating these effective feedback methods with digital platforms to enhance accessibility while retaining the benefits of individualized guidance. Future research should explore hybrid feedback models to optimize learning outcomes in medical education settings.