Peer Assessment in Medical Student Education: A Study of Feasibility, Benefit, and Worth.
medical student education
peer assessment
peer assisted learning
peer review
simulation
Journal
The American surgeon
ISSN: 1555-9823
Titre abrégé: Am Surg
Pays: United States
ID NLM: 0370522
Informations de publication
Date de publication:
Sep 2022
Sep 2022
Historique:
pubmed:
20
4
2021
medline:
21
9
2022
entrez:
19
4
2021
Statut:
ppublish
Résumé
Direct experience with medical procedures is an important component of medical school training, yet opportunities for medical students have dwindled for various reasons. To offset this, simulated procedures are being integrated into training. However, this comes with additional time commitments required of teaching surgeons regarding assessment of simulation. A solution to this could be peer assessment. We hypothesize that there will be no significant difference between peer assessment when compared to that of a teaching surgeon. Third-year medical students were shown 3 simulated procedures by teaching surgeon and provided a grading rubric. Student performances were independently graded by peer assessment and by teaching surgeons. All peer assessment grades and surgeon grades were compared. Four hundred fifty-nine medical students completed the simulation procedures. Comparisons between the teaching surgeons and peer assessment evaluations demonstrated a 99% interobserver agreement for pass-fail designation and 98% agreement for individual data points (kappa = .78). Survey results demonstrated a significant increase in confidence in performing the tested items and comfort with peer assessment. This analysis demonstrates that the inclusion of peer assessment within medical school is highly comparable to teaching surgeon assessments.
Sections du résumé
BACKGROUND
BACKGROUND
Direct experience with medical procedures is an important component of medical school training, yet opportunities for medical students have dwindled for various reasons. To offset this, simulated procedures are being integrated into training. However, this comes with additional time commitments required of teaching surgeons regarding assessment of simulation. A solution to this could be peer assessment. We hypothesize that there will be no significant difference between peer assessment when compared to that of a teaching surgeon.
METHODS
METHODS
Third-year medical students were shown 3 simulated procedures by teaching surgeon and provided a grading rubric. Student performances were independently graded by peer assessment and by teaching surgeons. All peer assessment grades and surgeon grades were compared.
RESULTS
RESULTS
Four hundred fifty-nine medical students completed the simulation procedures. Comparisons between the teaching surgeons and peer assessment evaluations demonstrated a 99% interobserver agreement for pass-fail designation and 98% agreement for individual data points (kappa = .78). Survey results demonstrated a significant increase in confidence in performing the tested items and comfort with peer assessment.
DISCUSSION
CONCLUSIONS
This analysis demonstrates that the inclusion of peer assessment within medical school is highly comparable to teaching surgeon assessments.
Identifiants
pubmed: 33870753
doi: 10.1177/00031348211011096
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM