Vaughn Carolyn J, Kim Edward, O'Sullivan Patricia, Huang Emily, Lin Matthew Y C, Wyles Susannah, Palmer Barnard J A, Pierce Jonathan L, Chern Hueylan
Department of Surgery, University of California San Francisco, 505 Parnassus Ave, M-593 San Francisco, CA, USA.
Department of Surgery, University of California San Francisco, 505 Parnassus Ave, M-593 San Francisco, CA, USA.
Am J Surg. 2016 Feb;211(2):355-60. doi: 10.1016/j.amjsurg.2015.08.034. Epub 2015 Nov 22.
Incorporation of home-video assessments allows flexibility in feedback but requires faculty time. Peer feedback (PF) may provide additional benefits while avoiding these constraints.
Twenty-four surgical interns completed a 12-week skills curriculum with home-video assignments focused on knot tying and suturing. Interns were randomized into 2 groups: PF or faculty feedback (FF). Peers and faculty provided feedback on home videos with checklists, global rating, and comments. Learners' skills were assessed at baseline, during, and at the conclusion of the curriculum. Performance of the 2 groups as rated by experts was compared. FF and PF were compared.
Both groups improved from baseline, and the highest rated scores were seen on their home-video assessments. The PF group performed better at the final assessment than the FF group (effect size, .84). When using a checklist, there was no significant difference between scores given by peers and faculty.
The PF group performed better at the final assessment, suggesting reviewing and analyzing another's performance may improve one's own performance. With checklists as guidance, peers can serve as raters comparable to faculty.
纳入家庭视频评估可使反馈具有灵活性，但需要教师投入时间。同伴反馈（PF）可能会带来额外的益处，同时避免这些限制。
24名外科实习医生完成了一项为期12周的技能课程，其中家庭视频作业重点在于打结和缝合。实习医生被随机分为两组：同伴反馈组或教师反馈组（FF）。同伴和教师通过清单、整体评分及评论对家庭视频提供反馈。在课程开始时、进行期间及结束时对学习者的技能进行评估。比较专家对两组表现的评分。对教师反馈组和同伴反馈组进行比较。
两组均较基线水平有所提高，且在家庭视频评估中获得了最高评分。同伴反馈组在最终评估中的表现优于教师反馈组（效应量为0.84）。使用清单时，同伴和教师给出的分数无显著差异。
同伴反馈组在最终评估中表现更好，这表明回顾和分析他人表现可能会提高自身表现。以清单为指导，同伴可作为与教师相当的评分者。
