Using small case-based learning groups as a setting for teaching medical students how to provide and receive peer feedback
Open accessAbstract
As future physicians, nearly all medical students will be required to provide face-to-face feedback. Moreover, receiving high quality feedback from multiple perspectives is particularly valuable during the pre-clerkship training period. To address these needs, we developed a straightforward, easy to implement exercise that affords students the opportunity to practice giving and receiving feedback with peers. We describe how this exercise has been tailored to fit within the case-based learning small groups of our first-year curriculum and how to enhance the activity by weaving the basic principles of quality feedback into preparation sessions. This exercise has been valued greatly by students.
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Case-based learning stimulates learning initiative, promotes deep integration of theoretical knowledge with clinical practice, and cultivates clinical thinking and problem-solving abilities.
“By engaging students in the analysis, discussion, and reflection of authentic clinical cases, Case-Based Learning (CBL) effectively stimulates learning initiative. This process not only promotes deep integration of theoretical knowledge with clinical practice but also cultivates essential clinical thinking and problem-solving abilities (10).”
From The effectiveness of an integrated CBL and BOPPPS model in neurological nursing clinical teaching: a comparative study (2026) · cites this paper as [10]
The section ‘Case-based learning sessions as a setting for teaching peer feedback’ (page unavailable) describes student-led inquiry into the biosciences underlying structured clinical cases. It does not establish that CBL stimulates learning initiative, produces deep integration of theory with clinical practice, or develops clinical thinking and problem-solving abilities; the paper focuses on peer-feedback training. (LLM, conf=0.85)
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Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
Programmatic assessment: From assessment of learning to assessment for learning
Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2011) · Medical Teacher · doi:10.3109/0142159x.2011.565828 · Cited by 902 · see citing works
Veloski, J., Boex, J. R., Grasberger, M. J., Evans, A., & Wolfson, D. B. (2006) · Medical Teacher · doi:10.1080/01421590600622665 · Cited by 500 · see citing works
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Research works printed but not linked: 21
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Cited by
Sorted by citations
Qian, P., Su, J., & Xu, Y. (2026) · Frontiers in Medicine · doi:10.3389/fmed.2026.1789025
- Authors
- Bird, E. C., Osheroff, N., Pettepher, C. C., Cutrer, W. B., & Carnahan, R. H.
- Affiliations
- Vanderbilt University Medical Center (US)
- Vanderbilt University (US)
- Corresponding author
- Carnahan, Robert H.
- Venue
- Medical Science Educator
- Published
- 2017-09-20
- Volume
- 27
- Issue
- 4
- Pages
- 759-765
- ISSN
- 2156-8650 (ISSN-L)
- PMC
- PMC5757314
- OpenAlex
- W2756461972
- Cited by
- 13
- References
- 3
- Citations by year
- 2026: 1 · 2023: 3 · 2022: 2 · 2021: 2 · 2020: 2 · 2019: 2 · 2018: 1
- FWCI
- 1.28
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- Medical Science Educator (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Cancer Institute (P30 PCA68485)
- National Institutes of Health (R01 GM33944)
- U.S. Department of Veterans Affairs (I01 Bx002198)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- peer feedback, feedback delivery, case-based learning, small group learning, medical students, pre-clerkship education, first-year curriculum, feedback quality
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