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Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations

机译：高级医学生在形成性长期病例检查中给予同伴反馈的能力和经验

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Background Learning to provide feedback on a peer’s performance in formative clinical assessments can be a valuable way of enriching the students’ own learning experience. Students are often reluctant to provide honest, critical feedback to their peers. Nevertheless, it is an area of practice that is important to develop as students report feeling ill prepared in feedback techniques when entering the medical workforce. We sought to investigate students’ perceptions of their ability to provide feedback to their peers using the positive critique method, and their perceived benefits and challenges during the experience. Methods Over a two year period (2011 to 2012), senior medical students assessed and gave feedback to their peers alongside academic examiners during formative long case clinical examinations. Rating scales, open ended questions and focus group discussions were used to evaluate student perceptions. Results Of the 94 participants, 89/94 (95%) completed the questionnaire, and 39/94 (41%) participated in focus groups. Students found the positive critique method provided a useful framework. Some students raised concerns about the accuracy of their feedback, and felt that further training was required. A substantial number of respondents (42%) did not report feeling confident providing negative feedback to their peers, and qualitative analysis indicated concerns around potential impacts on social relationships. Despite these concerns, the majority (90%) of respondents found the exercise useful, identifying several benefits, including development in the understanding of knowledge content; development of professionalism skills, and increased responsibility. Conclusion Students identified several challenging aspects to providing feedback to their peers. While the experience of giving feedback to peers was perceived by students to provide a valuable learning experience, further training in this area may help to improve the learning experience for students and better prepare them for their future careers.
机译：背景学习提供有关同伴在形成性临床评估中的表现的反馈，可以成为丰富学生自身学习经验的宝贵方法。学生通常不愿向同龄人提供诚实，重要的反馈。但是，这是一个重要的实践领域，因为学生报告说进入医疗队伍时反馈技术准备不足，感到不适。我们试图调查学生对他们使用积极的批判方法向同龄人提供反馈的能力的看法，以及他们在体验中所感受到的好处和挑战。方法在两年（2011年至2012年）期间，高级医学生进行了评估，并在形成性大病例临床检查期间与学术检查员一起向同龄人提供反馈。评分量表，开放式问题和焦点小组讨论被用来评估学生的看法。结果94名参与者中，有89/94（95％）完成了问卷，有39/94（41％）参加了焦点小组。学生发现积极的批判方法提供了有用的框架。一些学生对反馈的准确性表示担忧，并认为需要进一步的培训。大量的受访者（42％）没有报告感到有信心向他们的同龄人提供负面反馈，而定性分析表明他们担心对社会关系的潜在影响。尽管存在这些担忧，但大多数（90％）的受访者认为该练习很有用，它确定了一些好处，包括对知识内容的理解得到发展;发展专业技能，并增加责任感。结论学生发现了一些挑战性方面，可以向同龄人提供反馈。虽然学生认为向同龄人提供反馈的经验可以提供宝贵的学习经验，但是在这一领域的进一步培训可能有助于改善学生的学习经验，并为他们的未来职业做好更好的准备。

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