Evaluation of a peer- and self-grading process for clinical writing assignments

Storjohann, Tara; Pogge, Elizabeth; Peckham, Alyssa M.; Raney, Erin C.; Barletta, Jeffrey F.

doi:10.1016/j.cptl.2019.06.003

Cited by 8 publications

(14 citation statements)

References 18 publications

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“…39 Of the 19 studies involving feedback from a supervisor, 8 studies highlighted a perceived benefit from the feedback 17,19,21,22,[29][30][31][32] and 8 studies reported an outcome improvement as a result of the feedback. 18,20,[23][24][25][26][27][28] Of the 8 studies involving peer feedback, feedback was perceived as helpful in 3 studies, 31,36,37 with reported outcome improvement in 1 study. 38 Outcome improvements included clinical exam scores, improved quality of notes, and improvement in writing competency.…”

Section: Resultsmentioning

confidence: 99%

“…From this subset, 1 study revealed a student preference for self-assessment compared with peer assessment. 37 Additionally, 2 studies directly compared faculty with peer feedback, 31,32 with students consistently ranking faculty-or supervisor-provided feedback as more helpful than peer feedback. In addition, 1 study compared feedback between 2 different levels of Figure 1 PRISMA flow diagram depicting the inclusion, exclusion, and review process used in a scoping review of the literature on how feedback is given to students on their written notes.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 23 included articles, 11 used comments, 21,22,[27][28][29][30][31][32]34,36,38 9 used a rubric, [17][18][19][20][21][22][35][36][37] 6 used a checklist, [23][24][25][26]36,38 2 used traditional grading scales, 22,27 and 3 tested novel feedback systems. 30,33,39 Checklists and rubrics can provide clear, objective feedback and often do not require prior knowledge of the patient or assignment.…”

Section: Reviewmentioning

confidence: 99%

“…17,19 Although some studies used a generic rubric applicable across various cases, 22 others found case-specific rubrics to be more informative because they provided feedback that was more relevant to the particular case. 19,37 Checklists and rubrics most commonly assessed for content of the note 17,23,24 ; however, 4 studies assessed writing style and mechanics by way of grammar, organization, clarity, and conciseness. 18,20,28,35 Across several studies, students consistently regarded the rubric and checklists as helpful, 17-20, 22,27,31,36 with students reporting that use of rubrics and checklists as a feedback method helped improve their clinical writing skills, 17,19,27,31,36 their confidence in writing, 22,31 and their understanding of the material.…”

Section: Reviewmentioning

confidence: 99%

See 3 more Smart Citations

How Do Learners Receive Feedback on Note Writing? A Scoping Review

Hansen,

Klute,

Yadav

et al. 2024

Acad Med

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Purpose The literature assessing the process of note-writing based on gathered information is scant. This scoping review investigates methods of providing feedback on learners’ note-writing abilities. Method Scopus and Web of Science were searched for studies that investigated feedback on student notes or reviewed notes written on an information or data-gathering activity in health care and other fields in August 2022. Of 426 articles screened, 23 met the inclusion criteria. Data were extracted on the article title, publication year, study location, study aim, study design, number of participants, participant demographics, level of education, type of note written, field of study, form of feedback given, source of the feedback, and student or participant rating of feedback method from the included articles. Then possible themes were identified and a final consensus-based thematic analysis was performed. Results Themes identified in the 23 included articles were as follows: (1) learners found faculty and peer feedback beneficial; (2) direct written comments and evaluation tools, such as rubrics or checklists, were the most common feedback methods; (3) reports on notes in real clinical settings were limited (simulated clinical scenarios in preclinical curriculum were the most studied); (4) feedback providers and recipients benefit from having prior training on providing and receiving feedback; (5) sequential or iterative feedback was beneficial for learners but can be time intensive for faculty and confounded by maturation effects; and (6) use of technology and validated assessment tools facilitate the feedback process through ease of communication and improved organization. Conclusions The various factors influencing impact and perception of feedback include the source, structure, setting, use of technology, and amount of feedback provided. As the utility of note-writing in health care expands, studies are needed to clarify the value of note feedback in learning and the role of innovative technologies in facilitating note feedback.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

See 2 more Smart Citations

How Do Learners Receive Feedback on Note Writing? A Scoping Review

Hansen,

Klute,

Yadav

et al. 2024

Acad Med

View full text Add to dashboard Cite

show abstract

“…Besides being able to be used as a tool in carrying out peer assessments, guided questions also can be used in carrying out self-assessments. Such as research conducted by Storjohann, Pogge, Peckham, Raney, & Barletta (2019) those who are successful use rubric scoring for the implementation of self-assessment and peer assessment for the implementation of writing learning.…”

Section: Discussionmentioning

confidence: 99%

Exploring EFL Students’ Perception in Using Guided Questions for Giving Feedback

2021

JEP

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Feedback has a crucial role in increasing the quality of writing. By getting the precise feedback, a writer can do the proper revision to perfect his writing. However, giving and getting the right feedback is not easy for students who are learning to write. They need something which can be used as a guide to give feedback. One of the alternatives to do this is by delivering questions as a guide. Thus, this research was aimed at finding out the students' perception in the use of questions as a guide to give feedback. This study was followed by 35 students of the English Language Education Study Program at Pattimura University who enrolled in Academic Writing class, academic year 2019/2020. Survey method was used as research method. The data was collected using questionnaire as research instrument. Data collected was analyzed using descriptive data analysis. From data analysis result, it was found that students have positive perception in using guided questions for giving feedback. The positive perception was because the guided questions have given direction and assisted the students to stay focus during the feedback process. It means that the guiding questions were proven to be beneficial in helping students giving the right feedback to increase the quality of their classmates' writing.

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