Dataset Information

Peer assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States.

ABSTRACT: PURPOSE:Peer assisted learning (PAL) promotes the development of communication, facilitates improvement of clinical skills, and provides 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 if peer assisted learning was a successful method to provide feedback on USMLE-style clinical skills exam notes by using student feedback on a survey in the United States. METHODS:The University of Florida College of Medicine administers clinical skills examinations (CSEs) includes USMLE-like note-writing. PAL, where students support the learning of peers, was utilized as an alternative to faculty feedback. Second (MS2) and third (MS3) year 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 perceived ability to provide feedback and benefits derived from PAF using a Likert scale (1-6) and open-ended comments during the 2017-2018 academic year. RESULTS:Students felt generally positively about the activity with mean score for items related to educational value of 4.49 for MS2 and 5.11 for MS3 out of 6. MS3s perceived peer feedback as constructive, felt benefit from evaluating other's notes, and felt the exercise would improve their future notes. While still positive, MS2 students gave comparatively lower scores than the MS2 students. CONCLUSION:PAF was a successful method to provide 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.

SUBMITTER: Nagoshi K

PROVIDER: S-EPMC6817788 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Peer assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States.

Nagoshi Kira K Zaidi Zareen Z Wright Ashleigh A Stalvey Carolyn C

Journal of educational evaluation for health professions 20191008

<h4>Purpose</h4>Peer assisted learning (PAL) promotes the development of communication, facilitates improvement of clinical skills, and provides 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 if peer assisted learning was a successful method to provide feedback on USMLE-style clinical skills exam notes by using student feedback on a surv ...[more]

PMID: 31614406

Similar Datasets

Project description:IntroductionTraining Basic Life Support saves lives. However, current BLS training approaches are time-consuming and costly. Alternative cost-efficient and effective training methods are highly needed. The present study evaluated whether a video-feedback supported peer-guided Basic Life Support training approach achieves similar practical performance as a standard instructor-guided training in laypersons.MethodsIn a randomized controlled non-inferiority trial, 288 first-year medical students were randomized to two study arms with different Basic Life Support training methods: 1) Standard Instructor Feedback (SIF) or 2) a Peer Video Feedback (PVF). Outcome parameters were objective data for Basic Life Support performance (compression depth and rate) from a resuscitation manikin with recording software as well as overall Basic Life Support performance and subjective confidence. Non-inferiority margins (Δ) for these outcome parameters and sample size calculation were based on previous studies with Standard Instructor Feedback. Two-sided 95% confidence intervals were employed to determine significance of non-inferiority.ResultsResults confirmed non-inferiority of Peer Video Feedback to Standard Instructor Feedback for compression depth (proportion difference PVF-SIF = 2.9%; 95% CI: -8.2% to 14.1%; Δ = -19%), overall Basic Life Support performance (proportion difference PVF-SIF = 6.7%; 95% CI: 0.0% to 14.3%; Δ = -27%) and subjective confidence for CPR performance (proportion difference PVF-SIF = -0.01; 95% CI: -0.18-0.17; Δ = -0.5) and emergency situations (proportion difference PVF-SIF = -0.02; 95% CI: -0.21-0.18; Δ = -0.5). Results for compression rate were inconclusive.DiscussionPeer Video Feedback achieves comparable results as standard instructor-based training methods. It is an easy-to-apply and cost-efficient alternative to standard Basic Life Support training methods. To improve performance with respect to compression rate, additional implementation of a metronome is recommended.

Project description:Despite the important role of the genre awareness in facilitating the effective communication in the global business context and the need to teach and practice writing for various social purposes, there was scant classroom-based research on effects of providing peer feedback on EFL learners' genre awareness in business writing for fulfilling the particular communicative purpose. This study examined whether student reviewers could improve their genre awareness in business letter writing by providing peer feedback to other students' writings at varying levels. Sixty business English majors, taking the business writing course for 1 year under the tutelage of the same instructor, participated in the current study. They were randomly assigned to the experimental group who reviewed the students' drafts at different levels (high, medium and low) and gave written comments and the control group who received no treatment but did self-revision. Both groups followed the genre-specific evaluation criteria during peer feedback and self-revision. Repeated-measures ANOVA on the two groups' writing performances at different timepoints (pretest, immediate posttest, transfer posttest and delayed transfer posttest) demonstrated that the participants in the experimental group had better performance than those in the control group at the transfer posttest as well as the delayed transfer posttest. Moreover, providing weakness comments on both the low-quality and the medium-quality drafts had significant effects on their own writing quality at the subsequent tests, whereas providing strength feedback on the high-quality drafts had statistically significant impacts on their own writing quality at the immediate posttest and the delayed transfer posttest. However, multiple linear regression analyses demonstrated that only offering weakness comments to the medium-quality drafts could effectively predict the reviewers' overall writing quality in the immediate posttest, the transfer posttest, and the delayed transfer posttest. Tentative research and pedagogical implications of the findings were discussed.

Project description:IntroductionThe use of WhatsApp for health professional education is not novel and is described increasingly in literature as an affordable, familiar, and convenient tool for collaboration. Social media technologies for health practitioner education allow the use of text and audio-visual aids, peer-to-peer based learning, and problem-based learning. This study presents a survey on the effectiveness of WhatsApp in doctors' preparation for a medical licensing exam.MethodsA cross-sectional study was conducted among one hundred and ninety-four participants of a WhatsApp group preparing for the PLAB exam over a three-month period. A twenty-item questionnaire designed on Google Form was completed by consenting participants on the publication of exam results.ResultsOf the one hundred and ninety-four participants, one hundred and fourteen met the eligibility criteria, 57.9 percent were male and 42.1 percent were female, aged between twenty-four and forty-three years of age ([Formula: see text] years). A total of 88.6 percent of participants passed the exam in contrast to the global average pass rate of 69 percent, while the average score among participants was 131.5 compared to a global average score of 128. Passing the exam was significantly associated with combining the WhatsApp group with the online question bank Plabable (p = 0.001). While the mean age of those who passed the PLAB exam was lower than those who did not pass the exam, the number of years post-graduation had no significant association with passing the exam. A total of 93.8 percent stated that moderators were knowledgeable, 83.3 percent reported that the platform increased their motivation to learn, 72.8 percent felt that the session were organised and easy-to-follow, and 97.4 percent of participants reported they would recommend the PLAB network.ConclusionWhatsApp can be an effective tool for health professional education, using a pre-defined curriculum coupled with organizational structure. This study reported both subjective and objective measures of effectiveness and demonstrated that the use of multiple e-learning resources can lead to improved learning outcomes.

Dataset Information

Peer assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States.

Publications

Peer assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets