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Related Experiment Video

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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Understanding student concerns about peer physical examination using an activity theory framework.

Andy M Wearn¹, Charlotte E Rees, Paul Bradley

¹Clinical Skills Resource Centre, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand. a.wearn@auckland.ac.nz

Medical Education

|January 6, 2009

Summary

Peer physical examination (PPE) allows medical students to practice clinical skills. This study found PPE relationships are complex, differing significantly from doctor-patient interactions, impacting learning.

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Area of Science:

Medical Education
Clinical Skills Training
Qualitative Research

Background:

Peer physical examination (PPE) is a long-standing method in clinical skills curricula.
Existing research on student attitudes towards PPE is limited, often single-site and quantitative.
A theoretical framework for PPE as a learning modality is currently lacking.

Purpose of the Study:

To explore medical students' views and concerns regarding learning through peer physical examination.
To analyze the complex nature of student relationships within the context of PPE.
To compare peer examination relationships with doctor-patient relationships.

Main Methods:

Qualitative data collected from 617 Year 1 medical students across six international schools.
Utilized an adapted Examining Fellow Students questionnaire with free-text comments.
Employed framework analysis for the thematic analysis of student feedback.

Main Results:

Students identified complexities and ambiguities in relationships, community, and rules associated with PPE.
Students drew parallels and distinctions between peer examiner-examinee and doctor-patient relationships.
Differences in the nature and interactional levels of these relationships were highlighted.

Conclusions:

Peer physical examination is an interactional and complex learning method.
Findings offer insights into student experiences and the dynamics of PPE.
Recommendations for educational practice and research are proposed, grounded in Activity Theory.