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.
Highlights
In the United States, medical students are required to take the United States Medical Licensing Exams (USMLE), including the Step 2 Clinical Skills (CS) exam given to fourth-year medical students
The University of Florida College of Medicine (UFCOM) administers biannual clinical skills examinations (CSEs) to evaluate student progress in the curriculum and to help them prepare for the USMLE Step 2 CS exam
Quantitative study results The mean score for the survey items self-assessing the ability to give feedback was 4.47 for MS2s and 5.09 for MS3s
Summary
Background In the United States, medical students are required to take the United States Medical Licensing Exams (USMLE), including the Step 2 Clinical Skills (CS) exam given to fourth-year medical students. This exam assesses students’ ability to perform history-taking and physical examinations, communicate appropriately with patients using standardized patients, and write effective notes [1]. The University of Florida College of Medicine (UFCOM) administers biannual clinical skills examinations (CSEs) to evaluate student progress in the curriculum and to help them prepare for the USMLE Step 2 CS exam. Providing effective note feedback was challenging due to the small number of faculty graders. UFCOM sought to find alternative methods of reviewing CSE notes to improve the feedback process
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational Evaluation for Health Professions
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
