The Influence of Peer Feedback on the Acquisition of Physical-Examination Skills

Authors

Bernard Martineau, Facultéde Medecine et des Sciences de la Sante ́ , Universite ́ ́de Sherbrooke, 3001 12eme Avenue N, Sherbrooke, Quebec, Canada J1H 5N4Follow
Sìlvia Mamede, Institute of Medical Education Research Rotterdam, Erasmus Medical Center and Department of Psychology, Erasmus University Rotterdam, Erasmus MC Ae-242, Wytemaweg 80, 3015 CN Rotterdam, The Netherlands
Christina St-Onge, Facultéde Medecine et des Sciences de la Sante ́ , Universite ́ ́de Sherbrooke, 3001 12eme Avenue N, Sherbrooke, Quebec, Canada J1H 5N4
Linda Bergeron, Facultéde Medecine et des Sciences de la Sante ́ , Universite ́ ́de Sherbrooke, 3001 12eme Avenue N, Sherbrooke, Quebec, Canada J1H 5N4

Abstract

Studies have suggested that having students observe peers while acquiring physical-examination (PE) skills fosters the acquisition of the psychomotor skills required to conduct a PE. One difficulty, however, has been to disentangle the effect of peer observation from peer feedback, both of which occur when students learn in groups. This study investigated the influence of peer feedback on learning the neurolocomotor physical exam for low-back pain. 120 second-year medical students were randomly assigned to a peer-feedback group (n¼61) or a no-peer-feedback group (n¼53), during a regular learning activity with a standardized-patient instructor. Students first practised the NLE in groups of three, with or without peer feedback, depending on the group to which they were assigned. Subsequently, the members of both groups performed the NLE individually. The final NLE was videotaped and assessed later. Peer feedback had a positive effect on the acquisition of PE skills (87.9% vs. 90.8%, p¼0.023), despite the fact that students had an initial preference for instructor feedback compared with peer feedback. These results support the use of group activities that give students the opportunity to provide feedback to their peers while learning PE skills.

Recommended Citation

Martineau, Bernard; Mamede, Sìlvia; St-Onge, Christina; and Bergeron, Linda (2016) "The Influence of Peer Feedback on the Acquisition of Physical-Examination Skills," Health Professions Education: Vol. 2: Iss. 2, Article 6.
DOI: 10.1016/j.hpe.2016.07.002
Available at: https://hpe.researchcommons.org/journal/vol2/iss2/6