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

• DOI: 10.1016/j.hpe.2016.07.002
• Publication Date: 2016-08-04T18:11:20Z
• Authors: Bernard Martineau; Sìlvia Mamede; Christina St-Onge; Linda Bergeron
• Keywords: 03 medical and health sciences; 0302 clinical medicine; Peer feedback; 4. Education; Learning; Physical examination skills; Education (General); L7-991; Psychomotor skills; Peers

Studies have suggested that having students observe peers while acquiring physical-examination (PE) skills fosters the acquisition of psychomotor required to conduct a PE. One difficulty, however, has been disentangle effect peer observation from feedback, both which occur when learn in groups. This study investigated influence feedback on learning neurolocomotor physical exam for low-back pain. 120 second-year medical were randomly assigned peer-feedback group (n=61) or no-peer-feedback (n=53), during regular activity with standardized-patient instructor. Students first practised NLE groups three, without depending they assigned. Subsequently, members performed individually. The final was videotaped and assessed later. Peer had positive PE (87.9% vs. 90.8%, p=0.023), despite fact an initial preference instructor compared feedback. These results support use activities give opportunity provide their skills.