Abstract Content (up to 300 words recommended)
1. BACKGROUND /CONTEXT
The ability to provide and receive feedback are considered required graduate competencies in medical education. Listening to peer feedback can provide an effective and positive learning experience for students1, 2, 3. During peer assessment activities, students are often required to provide feedback to their peers. The quality of such feedback can be perceived by recipients to be superior and better received than feedback given by academic staff. The aim of this study was to investigate students’ views on receiving verbal feedback from their peers during their formative long case examination. The formative long cases are undertaken in preparation for the students’ summative long case examination.
2. THE INITIATIVE/PRACTICE
The practice involves having medical students act as assessors of their peers alongside academic examiners, and provide feedback to their peers.
During 2013, Year 4 students (n=48) were assessed on their formative long case presentation and discussion, by a student examiner, alongside an academic co-examiner. The examinee student was then provided with verbal feedback by both the student co-examiner, and the academic co-examiners.
To gain insight into students’ views on receiving feedback from their peers, two focus groups were held.
4. EVIDENCE OF EFFECTIVENESS
Of the 48 participants, 35% (17/48) attended focus groups. Students did not like receiving peer feedback during the scheduled examination time, in the presence of the academic co-examiner. They did value peer feedback, but preferred to receive this in a relaxed environment, after the examination. Students found the presence of their peer in the examination room to be supportive.
In the formative examination situation, students perceived the feedback given by their peer co-examiner to be less constructive, less accurate and less helpful than the feedback given by the academic co-examiner. These finding may have implications for the feedback process for future iterations of the formative long case examination.