Taylor Tracey A H, Swanberg Stephanie M
Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA.
Int J Med Educ. 2020 Sep 30;11:222-229. doi: 10.5116/ijme.5f64.690b.
The purpose of this project was to evaluate and improve the oral presentation assessment component of a required research training curriculum at an undergraduate medical school by analyzing the quantity, quality, and variety of peer and faculty feedback on medical student oral research presentations.
We conducted a program evaluation of oral presentation assessments during the 2016 and 2017 academic years. Second-year medical students (n=225) provided oral presentations of their research and received narrative feedback from peers and faculty. All comments were inductively coded for themes and Chi-square testing compared faculty and peer feedback differences in quantity, quality, and variety, as well as changes in feedback between the initial and final presentations. Comparative analysis of student PowerPoint presentation files before and after receiving feedback was also conducted.
Over two years, 2,617 peer and 498 faculty comments were collected and categorized into ten themes, with the top three being: presentation skills, visual presentation, and content. Both peers and judges favored providing positive over improvement comments, with peers tending to give richer feedback, but judges more diverse feedback. Nearly all presenters made some change from the initial to final presentations based on feedback.
Data from this analysis was used to restructure the oral presentation requirement for the students. Both peer and faculty formative feedback can contribute to developing medical student competence in providing feedback and delivering oral presentations. Future studies could assess student perceptions of this assessment to determine its value in developing communication skills.
本项目旨在通过分析医学生口头研究报告中同行和教师反馈的数量、质量和多样性，评估并改进一所本科医学院校必修研究培训课程中的口头报告评估部分。
我们在2016年和2017学年对口头报告评估进行了项目评估。二年级医学生（n = 225）进行了研究的口头报告，并收到了来自同行和教师的叙述性反馈。所有评论都进行归纳编码以确定主题，卡方检验比较了教师和同行在反馈数量、质量和多样性方面的差异，以及初次报告和最终报告之间反馈的变化。还对学生在收到反馈前后的PowerPoint演示文稿文件进行了对比分析。
在两年时间里，共收集了2617条同行评论和498条教师评论，并归类为十个主题，其中前三个主题是：报告技巧、视觉展示和内容。同行和教师都倾向于给出积极评价而非改进意见，同行倾向于提供更丰富的反馈，但教师的反馈更多样化。几乎所有报告者都根据反馈对初次报告到最终报告做出了一些改变。
该分析的数据用于重新调整学生的口头报告要求。同行和教师的形成性反馈都有助于培养医学生提供反馈和进行口头报告的能力。未来的研究可以评估学生对这种评估的看法，以确定其在培养沟通技能方面的价值。
