Open AccessA Structured Peer Assessment Method with Regular Reinforcement Promotes Longitudinal Self-Perceived Development of Medical Students’ Feedback Skills
Author(s) -
Alice Tzeng,
Bethany Bruno,
Jessica Cooperrider,
Perry B. Dinardo,
Rachael Baird,
Marisa McGinley,
Brittany Goldstein,
Radhika Rastogi,
Alicia J. Roth,
Timothy D. Gilligan,
Julie Merrell Rish
Publication year - 2021
Publication title -
medical science educator
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.257
H-Index - 13
ISSN - 2156-8650
DOI - 10.1007/s40670-021-01242-w
Subject(s) - peer feedback , reinforcement , psychology , perception , constructive , audio feedback , medical education , preference , video feedback , mathematics education , computer science , medicine , process (computing) , social psychology , engineering , mathematics , statistics , physics , optics , neuroscience , electrical engineering , operating system
Given that training is integral to providing constructive peer feedback, we examined the impact of a regularly reinforced, structured peer assessment method on student-reported feedback abilities throughout a two-year preclinical Communication Skills course.