JMIR Publications

ABSTRACT

Background:

The utility of peer learning in clinical skills is well recognized and researched given the many benefits gained, such as: enhanced learning, alleviation of the burden on faculty, and early development of teaching skills of future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support.

Objective:

This study was conducted to assess medical students' perception towards peer learning as a tool of assessment and compare peer to faculty evaluation of clinical skill performance.

Methods:

A cohort of 36 third year medical students were exposed to clinical skill's focused, same-level, peer learning for three months. A mixed method approach was adapted to collect data including students' perception of peer learning, performance scores, and reflective observational analysis. A five -point-Likert scale - Instrument was used to assess (n=28) students' perception on the value of peer learning. The students were asked to assess their peers using a pre-set checklist on clinical skill's performance and scores were compared to faculty assessment scores. Reflective observational data was collected from observing video recordings of some of the peer learning sessions.

Results:

Twenty five out of 28 students were completed the survey. Twenty students perceived peer-learning as valuable in clinical skills' education. The mean score of peers compared to faculty assessment was higher. There was a significant difference in student performance between the supervised teaching and peer learning groups with a (P =0.003). Observations have shown that most students focus on mastery of skill with little attention to the technique's quality. Also, students were unable to appreciate the relevance of potential clinical findings of physical examination.

Conclusions:

Peer learning in clinical skills' teaching empowers the students to develop a more responsible approach towards their education. However, peer assessment is insufficient to evaluate clinical skills' performance in the absence of faculty support. Therefore, we recommend the presence of faculty to guide and supervise peer learning activities.