Cited by 121Innovations in Medical EducationStudent Assessment and FeedbackClinical Reasoning and Diagnostic Skills

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Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now!

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Cushing, Annie, Abbott, Stephen, Lothian, Doug, Hall, Angela, Westwood, Olwyn M. R.·2011·Medical Teacher

DOI 10.3109/0142159x.2011.542522

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Abstract

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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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
DOI: 10.3109/0142159x.2011.542522
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: Social Sciences › Education › 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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Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now!

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