Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now!
Open accessAbstract
BACKGROUND: With 360° appraisals integral to professional life, learning how to give constructive feedback is an essential generic skill. AIM: To use a formative objective structured clinical examination (OSCE) for skills acquisition and development in giving feedback, whilst facilitating awareness of the importance of communication skills in clinical practice. METHODS: Medical and nursing students took part in a formative OSCE. Using actors as simulated patients, a three-station OSCE circuit was repeated three times so that students could rotate through the roles as 'candidate', 'examiner' and 'observer'. As 'candidates', they received immediate feedback on their consultation from the 'examiner'/'observer'. The events were evaluated using a questionnaire and focus groups. RESULTS: Students immensely valued this learning event for considering expectations for a performance (91-100%). Concerns around giving peers feedback were acknowledged, and they were divided on preference for feedback from peers or tutors (48% versus 52%). But training in providing feedback and criteria for assessment were considered helpful, as was instruction by faculty to give corrective feedback to peers. CONCLUSIONS: Peer observation and professional accountability for giving constructive feedback enhanced awareness of their skills education and training needs. It also opened the dialogue for identifying opportunities for peer assessment and feedback to support work-based education and skills development.
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Peer assessment, when implemented with clear guidelines and adequate training, serves as a valuable complement to instructor-led evaluations, providing diverse perspectives on performance and promoting active engagement in the learning process.
“When implemented with clear guidelines and adequate training, it serves as a valuable complement to instructor-led evaluations, providing diverse perspectives on performance while promoting active engagement in the learning process [86,87].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [87]
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Self-citation
- Authors
- Cushing, A., Abbott, S., Lothian, D., Hall, A., & Westwood, O. M. R.
- Affiliations
- Queen Mary University of London (GB)
- City, University of London (GB)
- St George's, University of London (GB)
- Corresponding author
- Westwood, Olwyn M. R.
- ORCID
- Hall, Angela
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2011-01-28
- Volume
- 33
- Issue
- 2
- Pages
- e105-e112
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2034821349
- Cited by
- 121
- References
- 37
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 13 · 2023: 9 · 2022: 6 · 2021: 9 · 2020: 14 · 2019: 9 · 2018: 5 · 2017: 7 · 2016: 8 · 2015: 12 · 2014: 7 · 2013: 6 · 2012: 7
- FWCI
- 6.60
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Queen Mary University of London
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- peer feedback, constructive feedback, formative assessment, OSCE, standardized patients, communication skills, clinical skills training, peer observation, peer assessment, medical students, nursing students, professional accountability, workplace education
- MeSH terms
- Feedback, Humans, Learning, Peer Group, Physical Examination, Students, Medical, Students, Nursing, Time Factors, Patient Simulation, Focus Groups
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