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Receiving feedback from peers: medical students' perceptions.

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This summary is machine-generated.

Students prefer receiving peer feedback in a relaxed setting after their formative long case examination, not during the assessment with an academic co-examiner. Peer feedback was perceived as less constructive than academic feedback.

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Area of Science:

  • Medical Education
  • Peer Assessment
  • Student Feedback

Background:

  • Students frequently provide peer feedback, which can be well-received.
  • Peer feedback quality is sometimes perceived as superior to staff feedback.
  • This study explores student perceptions of peer feedback in a specific examination context.

Purpose of the Study:

  • To investigate student views on receiving verbal peer feedback.
  • To assess student perceptions during a formative long case examination.

Main Methods:

  • Year-4 medical students (n=48) underwent a formative long case examination.
  • Feedback was provided by both a student examiner and an academic co-examiner.
  • Two focus groups were conducted to gather student perspectives.

Main Results:

  • Students disliked receiving peer feedback during the examination, especially with an academic present.
  • Peer feedback was valued but preferred in a relaxed, post-examination environment.
  • Seventeen out of 48 participants attended the focus groups.

Conclusions:

  • Students found peer feedback less constructive, accurate, and helpful than academic feedback.
  • Findings suggest implications for future feedback processes in this examination.
  • The timing and setting of peer feedback significantly influence student perception.