The pedagogical value of near-peer feedback in online OSCEs

Article Article scientifique Article The pedagogical value of near-peer feedback in online OSCEs eng 2022-07-25 2022-07-25 author Sader Julia 919237 author Cerutti Bernard 0000-0002-7929-3373 649363 author Meynard Louise author Geoffroy Frédéric 622417 author Meister Véronique 794022 author Paignon Adeline 923569 author Junod Perron Noëlle Astrid 27708 572 10.1186/s12909-022-03629-8 35879752 1472-6920 https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03629-8 Purpose of the article: During the Covid-19 pandemic, formative OSCE were transformed into online OSCE, and senior students (near peers) substituted experienced clinical teachers. The aims of the study were to evaluate quality of the feedbacks given by near peers during online OSCEs and explore the experience of near-peer feedback from both learner’s and near peer’s perspectives. Materials and methods: All 2nd year medical students ( n = 158) attended an online OSCE under the supervision of twelve senior medical students. Outcome measures were 1) students’ perception of the quality of the feedback through an online survey (Likert 1-5); 2) objective assessment of the quality of the feedback focusing on both the process and the content using a feedback scale (Likert 1-5); 3) experience of near peer feedback in two different focus groups. Results: One hundred six medical students answered the questionnaire and had their feedback session videotaped. The mean perceived overall quality of senior students’ overall feedback was 4.75 SD 0.52. They especially valued self-evaluation (mean 4.80 SD 0.67), balanced feedback (mean 4.93 SD 0.29) and provision of simulated patient’s feedback (mean 4.97 SD 0.17). The overall objective assessment of the feedback quality was 3.73 SD 0.38: highly scored skills were subjectivity (mean 3.95 SD 1.12) and taking into account student’s self-evaluation (mean 3.71 (SD 0.87). Senior students mainly addressed history taking issues (mean items 3.53 SD 2.37) and communication skills (mean items 4.89 SD 2.43) during feedback. Participants reported that near peer feedback was less stressful and more tailored to learning needs-challenges for senior students included to remain objective and to provide negative feedback. Conclusion: Increased involvement of near peers in teaching activities is strongly supported for formative OSCE and should be implemented in parallel even if experience teachers are again involved in such teaching activities. However, it requires training not only on feedback skills but also on the specific content of the formative OSCE. Feedback Near-peer OSCE Online Dewey 174.957 Dewey 610/370 48 Unité de développement et de recherche en éducation médicale 204 69 Institut Ethique Histoire Humanités 22A6 false 1312 Raisonnement clinique et contextes de soin 1018 994f7a0d-c4ee-41c6-879d-8380c45a38b5 UDREM Efficacité de l’apprentissage BMC medical education 22 1 a847fd5d-d147-4f0e-a38d-76a3e8c87b20 Article (Published version) Public Article-scientifique-from-unpaywall.pdf 1145344 application/pdf CC BY f26743c5-c5bd-4d9a-974f-190919e692d2 Appendix Public 12909_2022_3629_MOESM1_ESM-1.docx 16623 application/vnd.openxmlformats-officedocument.wordprocessingml.document CC BY-4.0 openAccess Faculté de médecine / Unité de développement et de recherche en éducation médicale Faculté de médecine / Section de médecine clinique / Département de santé et médecine communautaires / Institut Ethique Histoire Humanités

Title	Published in	Year	Views	Downloads

The pedagogical value of near-peer feedback in online OSCEs	BMC medical education	2022	241	346
Examen clinique objectif structuré (ECOS) formatif avec patient simulé et rétro-action par un pair en visioconférence	Pédagogie médicale	2020	234	0

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