Peer assessment platform of clinical skills in undergraduate medical education

Abstract

Objective The study objective was to enhance clinical skills among undergraduate students majoring in clinical medicine in performing physical examination by establishing a novel platform for peer assessment of clinical skills. Methods A total 126 Year 2012 students majoring in medicine and receiving traditional training were assigned to the control group, and 126 Year 2013 students receiving instruction via the peer assessment platform of clinical skills were allocated to the study group. Scores of the physical examination, paper exam, and peer assessment were compared using a t-test, and we performed linear correlation analysis of the data. Results Scores of the physical examination and peer assessment among Year 2013 students (the study group) were significantly higher than those in the control group. Paper exam scores in the study group were also significantly higher than those in the controls. The three assessment scores did not differ significantly according to sex. Conclusions The peer assessment platform can not only improve medical students’ skills and capabilities in physical examination, it can also enhance their theoretical knowledge of basic clinical principles. We determined that sex was not related to the assessment scores obtained by medical students.

A second pair of eyes: Remediating formative assessment in a clinical optometry module using a video annotation tool

“…It is likely that students with less experience of video-based peer feedback would benefit from a more tutor-facilitated approach (Hunukumbure et al, 2017;Paul et al, 2002), enabling them to develop the confidence and skills needed to engage in student-centred peer assessment (Seif et al 2013;Chen et al, 2019). In this study T1 demonstrated flexibility, adapting her approach to suit the needs of individual students, intervening when necessary to scaffold reflections and peer feedback.…”

“…Despite "some distress" associated with viewing their "actual image" on video, students in Hunukumbure et al (2017) engaged in "open discussion" in a "supportive environment", while in Paul et al (2002), students perceived the approach to be so helpful that several of them sought out further opportunities to be recorded and reviewed. By contrast, the participants in Seif et al (2013) and Chen et al (2019) experienced more student-centred peer assessment approaches. In the former study, students worked independently in groups to create, and self-record, simulated patient histories before engaging in scaffolded peer assessment (Seif et al 2013).…”

“…In the former study, students worked independently in groups to create, and self-record, simulated patient histories before engaging in scaffolded peer assessment (Seif et al 2013). In the latter, students benefited from a custom-built clinical skills peer assessment platform which facilitated active, collaborative learning and raised exam performance (Chen et al 2019). Further research is needed to explore the effect of tutor-facilitated vs. more student-centred approaches on the learning experience, particularly with regard to affective factors and group dynamics.…”

The application of objective structured clinical examinations (OSCEs) for evaluating clinical internship in internal medicine

“…This includes establishing a standardized selection mechanism for examiners and regularly assessing and updating the examiner team. Utilizing online platforms, recording screens, catechism, and other targeted and regular training methods for different types of clinical skills tests can enhance the homogeneity of examiners and improve the fairness and impartiality of the examination [10].…”

Adaptation, psychometric properties, and implementation of the Mini‐CEX in dental clerkship

“…Research has shown that students can adequately identify peers with superior performance and those who require remedial measures 45 . Peer assessment can help students develop the self‐assessment skills they need to judge their abilities 46 . Peer assessment has also been found to promote a collaborative environment among students at similar or different levels of education; likewise, 47,48 engaging students as peer teachers can reinforce their learning experience 49 .…”