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A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning
Sarah Lerchenfeldt1, Suzan Kamel-ElSayed1, Gustavo Patino2
1Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI USA.
Medical Science Educator
|August 7, 2023
Summary
Medical students find peer feedback in team-based learning valuable, but training and implementation need improvement. Enhancing constructive feedback skills and self-reflection can optimize this learning experience.
Area of Science:
- Medical Education
- Qualitative Research
Background:
- Limited research exists on medical students' perceptions of peer feedback in team-based learning (TBL).
- Understanding student experiences is crucial for improving feedback processes and their impact on future careers.
Purpose of the Study:
- To investigate medical students' and residents' perceptions of peer feedback throughout medical school and residency.
- To identify areas for enhancing the value and effectiveness of peer feedback in TBL.
Main Methods:
- Exploratory qualitative research using six focus group sessions.
- Semi-structured interviews with medical students and residents.
- Thematic analysis of transcribed feedback sessions by independent reviewers.
Main Results:
- Four key themes emerged: preparation and training, procedure and implementation, evaluation of feedback, and student considerations.
- Participants viewed peer feedback as valuable but highlighted challenges in the process.
- Identified areas for improvement include training in constructive feedback and incorporating self-reflection.
Conclusions:
- Peer feedback in TBL is perceived as valuable by medical trainees.
- Improvements in training, feedback procedures, and self-reflection are recommended.
- Optimizing peer feedback can enhance the medical education experience and professional development.
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