Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
PurposePeer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States. MethodsThe University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1-6) and open-ended comments during the 2017-2018 academic year. ResultsStudents felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students. ConclusionPAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.
Abstract
PurposePeer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States. MethodsThe University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1-6) and open-ended comments during the 2017-2018 academic year. ResultsStudents felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students. ConclusionPAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.
참고문헌 (10)
- "The United States Medical Licensing Examination: USMLE Step 2 CS" (2019)[URL]
- Liviana Da Dalt, "A model of quality assurance and quality improvement for post-graduate medical education in Europe", Medical Teacher, 32(2), pp.e57~e64 (2010), Informa UK Limited[DOI]
- Yu TC, "Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school", Advances in Medical Education and Practice, 2, pp.157~172 (2011), Informa UK Limited[DOI]
- Joanna Tai, "Same-level peer-assisted learning in medical clinical placements: a narrative systematic review", Medical Education, 50(4), pp.469~484 (2016), Wiley[DOI]
- Virginia Braun, "Using thematic analysis in psychology", Qualitative Research in Psychology, 3(2), pp.77~101 (2006), Informa UK Limited[DOI]
- A. Kuper, "Critically appraising qualitative research", BMJ, 337, pp.a1035~a1035 (2008), BMJ[DOI]
- Annette Burgess, "Role modelling in medical education: the importance of teaching skills", The Clinical Teacher, 13(2), pp.134~137 (2016), Wiley[DOI]
- Penny Henderson, "Developing essential professional skills: a framework for teaching and learning about feedback", BMC Medical Education, 5(1), pp.11~ (2005), Springer Science and Business Media LLC[DOI]
- Henderson P, "Supporting medical students to take responsibility for developing their communication skills", Med Teach, 23, pp.86~87 (2001)[DOI]
- Michael T. Ross, "Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30", Medical Teacher, 29(6), pp.527~545 (2009), Informa UK Limited[DOI]