Abstract
BackgroundAlthough it is often criticised, the lecture remains a fundamental part of medical training because it is an economical and efficient method for teaching both factual and experimental knowledge. However, if administered incorrectly, it can be boring and useless.Feedback from peers is increasingly recognized as an effective method of encouraging self-reflection and continuing professional development. The aim of this observational study is to analyse the impact of written peer feedback on the performance of lecturers in an emergency medicine lecture series for undergraduate students.MethodsIn this prospective study, 13 lecturers in 15 lectures on emergency medicine for undergraduate medical students were videotaped and analysed by trained peer reviewers using a 21-item assessment instrument. The lecturers received their written feedback prior to the beginning of the next years’ lecture series and were assessed in the same way.ResultsIn this study, we demonstrated a significant improvement in the lecturers’ scores in the categories ‘content and organisation’ and ‘visualisation’ in response to written feedback. The highest and most significant improvements after written peer feedback were detected in the items ‘provides a brief outline’, ‘provides a conclusion for the talk’ and ‘clearly states goal of the talk’.ConclusionThis study demonstrates the significant impact of a single standardized written peer feedback on a lecturer’s performance.
Highlights
It is often criticised, the lecture remains a fundamental part of medical training because it is an economical and efficient method for teaching both factual and experimental knowledge
The lecture represents an economical and efficient method of conveying both factual and experiential knowledge to a large group of students and remains a fundamental part of the learning experiences of students during their medical education [1,2,3,4,5]. In their AMEE Medical Education Guide No 22, Brown and Monogue conclude based on a review of the research on lecturing over the past 70 years that lectures are at least as effective for presenting and explaining conceptual and systematic knowledge and fostering enthusiasm and motivation for learning as other
The aim of this study is to evaluate the effect of a standardized written peer assessment on the quality of a lecture series in emergency medicine for undergraduate medical students
Summary
It is often criticised, the lecture remains a fundamental part of medical training because it is an economical and efficient method for teaching both factual and experimental knowledge. The lecture represents an economical and efficient method of conveying both factual and experiential knowledge to a large group of students and remains a fundamental part of the learning experiences of students during their medical education [1,2,3,4,5]. Lectures, like all teaching methods, have their limitations and if administered incorrectly, can be boring and or even worse, useless This didactic format is widely used and familiar to audiences, the skills required to prepare and to deliver an effective and structured lecture are mostly passed along through experiential learning and only seldom acquired by specific instruction in teaching techniques [1]. Feedback from peers and professional staff (faculty) developers is increasingly recognized as a valuable adjunct to surveys of student opinion Such feedback can provide insights not possible based on student opinion alone. Effective peer assessment of teaching should be criteria-based, emphasize teaching excellence and use instruments that produce highly reliable measures [9,14]
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