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Medical students as feedback assessors in a faculty development program: Implications for the future.

H Richard-Lepouriel^1,2, N Bajwa^2,3,4, J de Grasset²

¹Psychiatric Specialties Service, Department of Psychiatry, Geneva University Hospitals, Geneva, Switzerland.

Medical Teacher

|January 21, 2020

Summary

Medical students can assess feedback quality in Objective Structured Teaching Encounters (OSTEs). Involving them in OSTEs trains them as effective raters of teaching skills.

Keywords:

Feedback collaborative/peer-to-peer medical education research

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Area of Science:

Medical Education
Healthcare Simulation
Assessment and Evaluation

Background:

Limited understanding of simulated students' ability to evaluate feedback in Objective Structured Teaching Encounters (OSTEs).
Need to assess alignment between student perceptions and objective analysis of feedback quality.
Exploration of feedback elements emphasized by students and their learning outcomes.

Purpose of the Study:

To evaluate the extent to which medical students' perceptions of feedback quality in OSTEs align with objective assessments.
To identify specific elements of feedback that students prioritize.
To understand what medical students learn about feedback by acting as assessors.

Main Methods:

Mixed-method study involving 43 medical students as simulated residents in five OSTEs.
Students assessed faculty feedback using a 15-item questionnaire and provided qualitative comments.
Videotaped feedback was objectively analyzed using an 18-item scale; focus groups explored student learning.

Main Results:

Moderate correlations found between student perceptions and objective measures for stimulating self-assessment, balanced feedback, checking understanding, and planning.
Students highlighted faculty empathy and actionable advice as key feedback components.
Students recognized the importance of active learning and the structured skills required for effective feedback delivery.

Conclusions:

Medical students demonstrate an ability to identify the quality of feedback received.
Integrating students as feedback assessors in OSTEs can enhance their evaluation skills and potentially train them as valid raters of supervisor teaching.
This approach offers a novel method for training and assessment in medical education.