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Self-assessment through videotaping compared with peer and trainer feedback.

Ummu Zeynep Avsar1, Zeliha Cansever1, Hamit Acemoglu1

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Summary

Self, peer, and trainer feedback on presentation skills showed no significant differences. Utilizing video recording for self-assessment and peer review can enhance professional development for trainers.

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Area of Science:

  • Medical Education
  • Communication Skills Training
  • Professional Development

Background:

  • Effective presentation skills are crucial for healthcare professionals.
  • Objective feedback is essential for improving these skills.
  • Different feedback sources (self, peer, trainer) may offer varied perspectives.

Purpose of the Study:

  • To compare the effectiveness of self, peer, and trainer feedback on presentation skills.
  • To identify the most reliable method for assessing presentation competence.

Main Methods:

  • A cross-sectional study involving faculty members and instructor nurses at Atatürk University.
  • Participants delivered 10-minute presentations, rated by self, peers, and trainers using a 13-item Likert scale questionnaire.
  • Statistical analysis included two-way ANOVA and Pearson correlation.

Main Results:

  • No significant differences were found in feedback scores among self, peer, and trainer evaluations (p > 0.05).
  • A strong positive correlation (r = 0.73, p < 0.001) existed between trainer and peer feedback.
  • Occupation groups did not significantly influence feedback scores.

Conclusions:

  • Self, peer, and trainer feedback are comparable in evaluating presentation skills.
  • Trainers are encouraged to use video recordings for self-assessment and peer review for continuous professional development.