Can peer evaluation enhance the development of professionalism skills for medical students?

Focus: We evaluated a peer review task aiming to develop medical students’ professionalism skills

Background: Assessment of professionalism skills remains a significant challenge in medical education despite decades of research (Montgomery et al., 2024; Steinert et al., 2005). High professionalism standards are expected of doctors and are associated with quality of care, health outcomes and career satisfaction (Brennan & Monson, 2014). Research indicates peers are better placed than academics to assess students’ professional behaviours (Lerchenfeldt & Taylor, 2020).

Description: Aiming to improve medical students’ professionalism skills and informed by education research, we embedded a structured self reflection and peer-assessment task in an anatomy dissection program and evaluated its effectiveness.

Method: 2nd-year Doctor of Medicine students (n = 170; 10/dissection team) received learning outcomes and resources regarding high-quality feedback. Students provided self-assessment and peer evaluation for their dissection team (Questionnaire 1). Students received feedback provided by their peers and a grade for the feedback they provided, then submitted reflections (Questionnaire 2). Quantitative data (mean ± SEM) were analysed using paired t-test (PRISM). Qualitative data were analysed using reflexive thematic analysis.

Evidence: 170 students completed Questionnaire 1, in 37.2 ± 3.2 min. 159 students completed Questionnaire 2 in 11.3 ± 0.9 min. Peer-rating (9.4 ± 1.0), exceeded self-rating (8.4 ± 0.1, p < 0.0001), regarding dissection-preparedness. Themes included respect, empathy, integrity, communication and confidence. Most students (73%) provided quality feedback and most (93%) found the feedback they received useful.

Contribution: Results support previous studies showing peer evaluation can provide valuable feedback in multiple domains (Lerchenfeldt & Taylor, 2020) and enhance feedback literacy and self-regulated learning (Little et al., 2024). In addition, we found explicit training is essential to improve feedback literacy, a critical skill for graduates.

Engagement: Multiple questions will be incorporated drawing on participants’ teaching and learning experiences regarding students’ professionalism skills.