Can peer feedback substitute for faculty feedback in predoctoral dental education?
Brandon M Veremis1,2, Luke Granberg3, Vidya Ramaswamy4
1Department of Pathology, Molecular, and Cell-Based Medicine, Icahn School of Medicine at Mount Sinai, New York, New York, USA.
Journal of Dental Education
|February 23, 2024
Summary
Peer feedback in dental education can approximate instructor feedback quality for case-based assignments. While not always as consistent, peer feedback offers valuable learning opportunities for students.
Area of Science:
- Dental Education
- Medical Simulation
- Feedback Mechanisms
Background:
- Developing feedback skills is crucial for predoctoral dental students.
- Peer feedback offers unique benefits, including enhanced understanding and instructor support.
- The comparative quality of peer versus instructor feedback remains largely unexamined.
Purpose of the Study:
- To evaluate the quality of peer feedback compared to instructor feedback in dental education.
- To determine the correlation between feedback quality and student academic performance.
- To assess dental students' perceptions of peer feedback utility.
Main Methods:
- Dental students provided qualitative and quantitative peer feedback on a pathology simulation.
- Feedback quality was analyzed against course examination scores.
- Student perceptions of peer feedback were collected and analyzed.
Main Results:
- Overall peer feedback quality was lower than instructor feedback.
- Giving and receiving high-quality peer feedback correlated with higher examination scores.
- Students reported positive perceptions regarding the utility of peer feedback.
Conclusions:
- Instructor feedback is generally more reliable and consistent.
- Peer feedback quality can approximate instructor feedback quality in many cases.
- Peer feedback is a viable supplement to instructor feedback in dental education.
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