Abstract
Background
Professionalism is a key component of medical education with correlations to quality of care, health outcomes and career satisfaction 1. Professionalism skills include ethical behaviour, communication, accountability and collaboration 2. Self-reflection and feedback literacy are professionalism skills critical for positive professional relationships, continuous learning and high standards of patient care 3. Evaluation of professionalism skills and feedback literacy remain significant challenges in health professions education despite decades of study 4,5. Research indicates that peers are better positioned than academics to observe students’ professional behaviours, and can provide feedback in multiple domains that is both valid and valuable 2.
Aims
Evaluate a self- and peer assessment task designed to promote the development and evaluation of professionalism skills for post-graduate medical students.
Methods
A structured self- and peer-evaluation task was designed and integrated into a 12-week team cadaveric dissection program for 2nd year students in 2022:
Students were provided with clear learning outcomes, a short seminar presentation and resources regarding the characteristics of high-quality effective feedback
Students completed an online survey (Questionnaire 1), providing self- and peer-evaluation regarding team contributions (qualitative) and rating task-preparedness (quantitative)
Academic staff graded the quality of feedback using a simple rubric
Feedback and grades were provided to students
Students completed Questionnaire 2, reflecting on the task including insights gained and alignment between self- versus peer-evaluation (qualitative).
Quantitative data was analysed using paired t-test in PRISM and is presented as mean ± SEM. Qualitative data was analysed using reflective thematic analysis.
Results
Questionnaire 1 was completed by 170 students in 37.2 ± 3.2 min and Questionnaire 2 was completed by 159 students in 11.3 ± 0.9 min. Peer-rating (9.4 ± 1.0), exceeded self-rating (8.4 ± 0.1, p < 0.0001), regarding preparedness for dissection tasks. Themes identified in qualitative analysis include respect, empathy, integrity, communication, teamwork and confidence. Most students (73%) provided quality feedback and 93% reported the feedback they received was useful.
Conclusion
Team-oriented tasks such as cadaveric dissection contribute to students’ professional identity formation and provide opportunities for development and evaluation of multiple professionalism skills. Our findings support previous studies showing peer-evaluation provides valuable feedback regarding team-engagement, work habits and interpersonal skills2. Explicit teaching can improve feedback literacy, clarify links to professional practice and enhance task engagement. Self- and peer-evaluation integrated into existing curricula can enrich learning experiences and promote self-regulated learning. Specific training in feedback literacy can strengthen curricula and enhance graduates’ preparedness for practice.
Professionalism is a key component of medical education with correlations to quality of care, health outcomes and career satisfaction 1. Professionalism skills include ethical behaviour, communication, accountability and collaboration 2. Self-reflection and feedback literacy are professionalism skills critical for positive professional relationships, continuous learning and high standards of patient care 3. Evaluation of professionalism skills and feedback literacy remain significant challenges in health professions education despite decades of study 4,5. Research indicates that peers are better positioned than academics to observe students’ professional behaviours, and can provide feedback in multiple domains that is both valid and valuable 2.
Aims
Evaluate a self- and peer assessment task designed to promote the development and evaluation of professionalism skills for post-graduate medical students.
Methods
A structured self- and peer-evaluation task was designed and integrated into a 12-week team cadaveric dissection program for 2nd year students in 2022:
Students were provided with clear learning outcomes, a short seminar presentation and resources regarding the characteristics of high-quality effective feedback
Students completed an online survey (Questionnaire 1), providing self- and peer-evaluation regarding team contributions (qualitative) and rating task-preparedness (quantitative)
Academic staff graded the quality of feedback using a simple rubric
Feedback and grades were provided to students
Students completed Questionnaire 2, reflecting on the task including insights gained and alignment between self- versus peer-evaluation (qualitative).
Quantitative data was analysed using paired t-test in PRISM and is presented as mean ± SEM. Qualitative data was analysed using reflective thematic analysis.
Results
Questionnaire 1 was completed by 170 students in 37.2 ± 3.2 min and Questionnaire 2 was completed by 159 students in 11.3 ± 0.9 min. Peer-rating (9.4 ± 1.0), exceeded self-rating (8.4 ± 0.1, p < 0.0001), regarding preparedness for dissection tasks. Themes identified in qualitative analysis include respect, empathy, integrity, communication, teamwork and confidence. Most students (73%) provided quality feedback and 93% reported the feedback they received was useful.
Conclusion
Team-oriented tasks such as cadaveric dissection contribute to students’ professional identity formation and provide opportunities for development and evaluation of multiple professionalism skills. Our findings support previous studies showing peer-evaluation provides valuable feedback regarding team-engagement, work habits and interpersonal skills2. Explicit teaching can improve feedback literacy, clarify links to professional practice and enhance task engagement. Self- and peer-evaluation integrated into existing curricula can enrich learning experiences and promote self-regulated learning. Specific training in feedback literacy can strengthen curricula and enhance graduates’ preparedness for practice.
| Original language | English |
|---|---|
| Pages | 45 |
| Number of pages | 1 |
| Publication status | Published - Sept 2023 |
| Externally published | Yes |
| Event | HERGA Conference 2023: The Future is Now - Flinders University, Bedford Park, Australia Duration: 26 Sept 2023 → 26 Sept 2023 https://herga.com.au/conferences/conference-2023/ |
Conference
| Conference | HERGA Conference 2023 |
|---|---|
| Country/Territory | Australia |
| City | Bedford Park |
| Period | 26/09/23 → 26/09/23 |
| Internet address |
Keywords
- medical education
- professionalism
- feedback literacy
- self-reflection