Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

Schwill, Simon; Fahrbach-Veeser, Johanna; Moeltner, Andreas; Eicher, Christiane; Kurczyk, Sonia; Pfisterer, David; Szécsényi, Joachim; Loukanova, Svetla

doi:10.1186/s12909-019-1898-y

Cited by 26 publications

(26 citation statements)

References 34 publications

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“…This was recently emphasised in high volume classes expressing the reduction of costs with students giving feedback to a peer instead of teachers. 55 Nevertheless, students express the importance of clarifying the aim of the peer assessment activity and the responsibility of the faculty. We recommend faculty to clearly define the activity and explain how it supports student learning and professionalism, especially when students are to provide feedback to each other on sensitive matters, such as unprofessional behaviour.…”

Section: Discussionmentioning

confidence: 99%

Formative peer assessment in higher healthcare education programmes: a scoping review

et al. 2021

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ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct.Eligibility criteriaStudies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature.Data extractions and synthesisOut of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis.ResultThe critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning.ConclusionHealthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students’ and teachers’ experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.

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Section: Discussionmentioning

confidence: 99%

Formative peer assessment in higher healthcare education programmes: a scoping review

et al. 2021

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“…Wie in der hier präsentierten Befragung sehen auch anderorts die Studierenden durchaus die Vorteile dieses Frageformats, wünschen sich aber insgesamt ausgewogene und sinnvoll eingesetzte Formate [29]. Neben aktuellen Bestrebungen im HeiCuMed zur Ausweitung der Verwendung von OSCE-Parcours [30] oder der Validierung von Key-Feature-Fragen [31] werden zukünftig auch weitere Anstrengungen nötig sein, um das Spektrum an innovativen und praktisch-orientierten Prüfungs-bzw. Prüfungsfragen-Formaten auszubauen.…”

Section: Reliabilität Und Notenverteilungunclassified

Qualitätssicherung fakultätsinterner Prüfungen – Optimierung des Prüfungsmanagements im Heidelberger Curriculum Medicinale (HeiCuMed)

Pante

Fleig

Burkert

et al. 2021

Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheit

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Introduction: Examinations are a central element of the medical curriculum: they contribute significantly to the quality assurance of medical training and subsequent medical care. In order to meet the high expectations placed on examinations in terms of content, legal and organizational aspects, continuous quality assurance measures are necessary. The aim of this paper was to record and analyze the quality assurance measures implemented at the medical faculty of Heidelberg. Methods: We investigated quality indicators that are relevant to medical examinations -adequate choice of examination formats, blueprint/validity, reliability and distribution of grades, feedback to students, consequences of examinations -within the faculty examinations in the decentrally organized Heidelberg Curriculum Medicinale (HeiCuMed). In addition, the organizational structures in examination management were examined. For this purpose, interviews were conducted with teaching staff, students and the technical examination administration. Results: The surveys show that the quality indicators in HeiCuMed have already been met in many areas. Optimization work remains to be done concerning the criteria ''adequate choice of examination formats'', ''feedback to students'' as well as the documentation of the examination process and the definition of substitution regulations. Discussion: Training courses, statistical analysis and accompanying research are essential for establishing additional innovative, practice-oriented examination formats. In order to improve feedback to students, formative assessments should be more intensively integrated into the curriculum. As a measure for structured quality-oriented examination management, it is also helpful to document the examination procedure and the staff assigned to it using templates. Conclusion: Especially with decentralized examination management, the internal coordination of individual departments is of great importance in order to guarantee the quality of examinations. Regular surveys of the parties involved can be of support by collecting best-practice examples and deliver the respective information in handouts encouraging interdisciplinary exchange.

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“…In recent years, peer assessment has been considered to be an effective learning strategy [ 2 ]. In a study of objective structured clinical examinations (OSCEs), peer assessment was found to be beneficial for learners, who received high-quality feedback and experienced stress reduction, and for peer assessors (PAs) in terms of improved teaching and clinical skills [ 3 ]. Basic life support (BLS) skills are a key element of the undergraduate curriculum that medical students should acquire.…”

Section: Introductionmentioning

confidence: 99%

Agreement between medical students’ peer assessments and faculty assessments in advanced resuscitation skills examinations in South Korea

Jeong

Park

Sun

2021

J Educ Eval Health Prof

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Purpose: In medical education, peer assessment is considered to be an effective learning strategy. Although several studies have examined agreement between peer and faculty assessments regarding basic life support (BLS), few studies have done so for advanced resuscitation skills (ARS) such as intubation and defibrillation. Therefore, this study aimed to determine the degree of agreement between medical students’ and faculty assessments of ARS examinations.Methods: This retrospective explorative study was conducted during the emergency medicine (EM) clinical clerkship of fourth-year medical students from April to July 2020. A faculty assessor (FA) and a peer assessor (PA) assessed each examinee’s resuscitation skills (including BLS, intubation, and defibrillation) using a checklist that consisted of 20 binary items (performed or not performed) and 1 global proficiency rating using a 5-point Likert scale. The prior examinee assessed the next examinee after feedback and training as a PA. All 54 students participated in peer assessment. The assessments of 44 FA/PA pairs were analyzed using the intraclass correlation coefficient (ICC) and Gwet’s first-order agreement coefficient.Results: The PA scores were higher than the FA scores (mean±standard deviation, 20.2±2.5 [FA] vs. 22.3±2.4 [PA]; P<0.001). The agreement was poor to moderate for the overall checklist (ICC, 0.55; 95% confidence interval [CI], 0.31 to 0.73; P<0.01), BLS (ICC, 0.19; 95% CI, -0.11 to 0.46; P<0.10), intubation (ICC, 0.51; 95% CI, 0.26 to 0.70; P<0.01), and defibrillation (ICC, 0.49; 95% CI, 0.23 to 0.68; P<0.01).Conclusion: Senior medical students showed unreliable agreement in ARS assessments compared to faculty assessments. If a peer assessment is planned in skills education, comprehensive preparation and sufficient assessor training should be provided in advance.

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Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

Cited by 26 publications

References 34 publications

Formative peer assessment in higher healthcare education programmes: a scoping review

Formative peer assessment in higher healthcare education programmes: a scoping review

Qualitätssicherung fakultätsinterner Prüfungen – Optimierung des Prüfungsmanagements im Heidelberger Curriculum Medicinale (HeiCuMed)

Agreement between medical students’ peer assessments and faculty assessments in advanced resuscitation skills examinations in South Korea

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