Avsar Ummu Zeynep, Cansever Zeliha, Acemoglu Hamit, Avsar Umit, Khan Abdul Sattar, Cayir Yasemin
Department of Medical Education, Ataturk University, 25240 Erzurum, Turkey.
Department of Family Medicine, Ataturk University, 25240 Erzurum, Turkey.
J Coll Physicians Surg Pak. 2015 Jan;25(1):41-5.
To assess and compare three different types of feedback for presentation skills, self, peer and trainer feedback.
Cross-sectional study.
Faculty of Medicine at Atatürk University, Erzurum, Turkey, from March 2012 to December 2012.
Participants were faculty members and instructor nurses. Each participant gave a 10-minute presentation, which was rated by peers, course trainers and the presenter himself/herself using a thirteen-item questionnaire (designed as a 5-point Likert scale). Peers and trainers conducted the assessment during the presentation while the self-assessment was done later by watching a video recording of the presentation. Comparison of the points between the groups was made using the two-way ANOVA. Pearson correlation analysis was conducted to evaluate the relationship between the mean scores of self-assessment, peer and trainer assessment.
Ten faculty members, 27 instructor nurses and 4 trainers participated in the study. A total of 775 feedback reports were collected for 37 participants. There was no significant difference between the feedback scores of the evaluators as well as the occupation groups (p > 0.05). There was a strong positive and statistically significant correlation between trainer and peer (r = 0.73, p < 0.001).
Consequently, there were no differences in the evaluations of presentation skills between different stakeholders. Trainers should use the video recording method to self-evaluate their presentation skills, and they should invite their peers from time to time to improve their own personal development by using peer review methods.
