Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement

Kylie Fitzgerald, Brett Vaughan, Joanna Hong-Meng Tai

Abstract


Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and peer assessment and approaches to learning were also evaluated.

Methods: Participants undertook simulated history-taking tasks in semester 2, 2018. Group 1 undertook formative and summative assessments and participated in self and peer assessment . Group 2 undertook formative and summative assessment. Group 3 undertook only summative assessment. All groups received faculty feedback for each submitted assessment. Participants completed the modified Study Process Questionnaire (mSPQ) and the Peer Perception of Assessment (PPA) before (T1) and after the formative task (T2) and after the summative task (T3).

Results: Summative task scores improved for group 1 (n = 9, p < 0.01) and group 2 (n = 26, p < 0.01). Within-group (p = 0.02) and between-group differences (p = 0.01) were identified for surface learning approaches. All groups’ perceptions of peer assessment decreased significantly (p < 0.01) across all three time periods.

Conclusions: Participants receiving self and peer assessment and faculty feedback improved performance and increased congruence of their self- and peer-assessment marks, potentially developing their evaluative judgment skills. Peer assessment perception became less positive, while surface learning approaches increased. Future research should assess the role of self and peer assessment in developing evaluative judgment.


Keywords


evaluative judgement; self-assessment; feedback; medical history taking

Full Text:

PDF

References


Adachi, C., Tai, J. H.-M., & Dawson, P. (2017). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294–306. https://doi.org/10.1080/02602938.2017.1339775

Ahmed, M., Arora, S., Russ, S., Darzi, A., Vincent, C., & Sevdalis, N. (2013). Operation debrief: A SHARP improvement in performance feedback in the operating room. Annals of Surgery, 258(6), 958–963. https://doi.org/10.1097/SLA.0b013e31828c88fc

Anwer, L. A., Shareef, M. A., Nurhussen, A., Alkabbani, H. M., Alzahrani, A. A., Obad, A. S., Zafar, M., & Afsar, N. A. (2017). Objectivity in subjectivity: Do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study. BMJ Open, 7(5), e012289.

Arora, S., Runnacles, J., Ahmed, M., Sevdalis, N., Nestel, D., Paige, N., Hull, L., Russ, S., Wheelock, S., Miskovic, D., Darzi, A., & Vincent, C. (2011). The London handbook for debriefing. Imperial College London. https://docplayer.net/21017622-The-london-handbook-for-debriefing-in-clinical-and-simulated-settings-supported-by.html

Beaudoin, P.-L., Labbé, M., Fanous, A., Young, M., Rappaport, J., Park, Y. S., Manoukian, J., & Nguyen, L. H. (2019). Teaching communication skills to OTL-HNS residents: Multisource feedback and simulated scenarios. Journal of Otolaryngology—Head & Neck Surgery, 48(1), 1–7. https://doi.org/10.1186/s40463-019-0329-8

Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British Journal of Educational Psychology, 71(1), 133–149. https://doi.org/10.1348/000709901158433

Biggs, J. B. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12(1), 73–85. https://doi.org/10.1080/0729436930120107

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

Delgado, Á. H. d. A., Almeida, J. P. R., Mendes, L. S. B., Oliveira, I. N. d., Ezequiel, O. d. S., Lucchetti, A. L. G., & Lucchetti, G. (2018). Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study. Sao Paulo Medical Journal, 136(5), 414–420. https://doi.org/10.1590/1516-3180.2018.0200060818

Falk, K., Falk, H., & Ung, E. J. (2016). When practice precedes theory: A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing. Nurse Education in Practice, 16(1), 14–19. https://doi.org/10.1016/j.nepr.2015.05.010

Fitzgerald, K., & Vaughan, B. (2018). Learning through multiple lenses: Analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia. Journal of Educational Evaluation for Health Professions, 15, Article 22. https://doi.org/10.3352/jeehp.2018.15.22

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Kamath, A., Rao, R., Shenoy, P. J., & Ullal, S. D. (2018). Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students. Scientia Medica, 28(4), 32395. https://doi.org/10.15448/1980-6108.2018.4.32395

Lanning, S. K., Brickhouse, T. H., Gunsolley, J. C., Ranson, S. L., & Willett, R. M. (2011). Communication skills instruction: An analysis of self, peer-group, student instructors and faculty assessment. Patient Education and Counseling, 83(2), 145–151. https://doi.org/10.1016/j.pec.2010.06.024

Malik, A. A., Khan, R. A., Malik, H. N., Humayun, A., Butt, N. S., & Baig, M. (2019). Assessing reliability and validity of Revised Biggs Two-Factor Study Process Questionnaire to measure learning approaches among undergraduate medical students in Lahore, Pakistan. The Journal of the Pakistan Medical Association, 69(3), 337–342.

McDonald, F., Reynolds, J., Bixley, A., & Spronken-Smith, R. (2017). Changes in approaches to learning over three years of university undergraduate study. Teaching & Learning Inquiry, 5(2), 65–79. https://doi.org/10.20343/teachlearninqu.5.2.6

Mehrdad, N., Bigdeli, S., & Ebrahimi, H. (2012). A comparative study on self, peer and teacher evaluation to evaluate clinical skills of nursing students. Procedia—Social and Behavioral Sciences, 47, 1847–1852. https://doi.org/10.1016/j.sbspro.2012.06.911

Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955

Rush, S., Firth, T., Burke, L., & Marks-Maran, D. (2012). Implementation and evaluation of peer assessment of clinical skills for first year student nurses. Nurse Education in Practice, 12(4), 219–226. https://doi.org/10.1016/j.nepr.2012.01.014

Snelgrove, S., & Slater, J. (2003). Approaches to learning: Psychometric testing of a study process questionnaire. Journal of Advanced Nursing, 43(5), 496–505. https://doi.org/10.1046/j.1365-2648.2003.02747.x

Svirko, E., & Mellanby, J. (2008). Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students. Medical Teacher, 30(9–10), e219–e227. https://doi.org/10.1080/01421590802334275

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467–481. https://doi.org/10.1007/s10734-017-0220-3

Tai, J. H., Canny, B. J., Haines, T. P., & Molloy, E. K. (2016). The role of peer-assisted learning in building evaluative judgement: Opportunities in clinical medical education. Advances in Health Sciences Education, 21(3), 659–676. https://doi.org/10.1007/s10459-015-9659-0

Tai, J. H., Canny, B. J., Haines, T. P., & Molloy, E. K. (2017). Implementing peer learning in clinical education: A framework to address challenges in the “real world". Teaching and Learning in Medicine, 29(2), 162–172. https://doi.org/10.1080/10401334.2016.1247000

van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270–279. https://doi.org/10.1016/j.learninstruc.2009.08.004

Vaughan, B. (2016). Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population. International Journal of Osteopathic Medicine, 20, 62–67. https://doi.org/10.1016/j.ijosm.2016.03.001

Wen, M. L., & Tsai, C.-C. (2006). University students’ perceptions of and attitudes toward (online) peer assessment. Higher Education, 51(1), 27–44. https://doi.org/10.1007/s10734-004-6375-8

Yu, T.-C., Wilson, N. C., Singh, P. P., Lemanu, D. P., Hawken, S. J., & Hill, A. G. (2011). Medical students-as-teachers: A systematic review of peer-assisted teaching during medical school. Advances in Medical Education and Practice, 2, 157–172. https://doi.org/10.2147/AMEP.S14383




DOI: https://doi.org/10.11157/fohpe.v22i3.441

Refbacks

  • There are currently no refbacks.