Peer to peer feedback of the pediatric residents’ performance in the osce · 2020-06-11 ·...
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‘Peer-to-Peer’ Feedback of the Pediatric Residents’ Performance in
the OSCE Marina V. Martínez-Garri, MD Rosa L. Haddock-de Jesús, MD
Department of Pediatrics School of Medicine
University of Puerto Rico
Objective Structured Clinical Examinations (OSCEs) are a useful educational strategy to assess ACGME clinical competencies during residency training.
OSCEs provide an ideal opportunity for practicing feedback which has proven to be an invaluable adjunct in medical education.
Feedback to trainees is mostly provided by faculty; more attention is being paid to peer feedback as a valuable strategy.
Studies examining the impact of ‘peer-to-peer’ feedback on residents OSCEs’
performance are lacking.
Interpersonal and Communication
Practice Based Learning and Improvement
Systems Based Practice
ACGME Core Competencies
Our Educational Strategy
OSCE’s stations: 1. Handoff
2. Procedures/ Bad News
Discussion with Program
This process allows residents to evaluate their peer’s styles and clinical competencies with the ultimate goal of learning
from each other and applying that knowledge in future clinical encounters.
3. Each of them evaluates their own performance, followed by their peer’s feedback on their performance.
1. Paired with a peer resident
2. Watch one of each other’s OSCE Station’s recording
PGY1 PGY2 PGY3
Perspectives on performance
‘I was better than expected in terms of organization’
‘It was good to see improvement in my history taking skills from last year and improvement in body language’
‘Improved from last year but still need more organization’
Strengths ‘Good attitude and empathy’
‘I could formulate a differential diagnosis an adequate plan of action’
‘Professional attitude’ ‘Organized’
Opportunities for improvement
‘I need to improve my non-verbal gestures, communication skills, tone of voice’
‘Muletillas’ or tag-lines ‘Establishing priorities’
‘Need to be aware of hand gestures during the interaction’
Debriefing Guide: Strengths and Opportunities for Improvement
Level ILP Activities
PGY-1 “I will tell my peers and attendings the areas I want to improve for them to provide consistent feedback during my upcoming rotations.”
PGY-2 ‘I’ll watch a fellow resident to learn about organization while taking a history and during bad news delivery to implement it in my daily duties’
PGY-3 ‘During patient interactions, I will be more aware of my body language. Will get help from peers for feedback of my interview skills’
ILP Activities Suggested by Residents
Peer-to-peer feedback through a simulated setting provides an integrated way of learning and assessing residents’ clinical competencies.
Next Steps …
Evaluate residents’ perspective about this educational strategy.
Faculty feedback session on the OSCE’s performance before the peer-to-peer feedback session.
Develop some of the suggested activities in the ILP to refine skills identified as needed to improve
Thank you very much for your attention!
References 1. Young, Ian, et al. “The Benefits of a Peer-Assisted Mock OSCE.” The Clinical Teacher, vol. 11, no. 3, July 2014, pp. 214–218.,
2. Maloney, Stephen, et al. “The Effect of Student Self-Video of Performance on Clinical Skill Competency: a Randomized Controlled Trial.” Advances in Health Sciences Education, vol. 18, no. 1, 2012, pp. 81–89, doi: 10.1007/s10459-012-9356-1
3. Cushing, Annie, et al. “Peer Feedback as an Aid to Learning: What Do We Want? Feedback. When Do We Want It? Now!” Medical Teacher, vol. 33, no. 2, 2011, doi:10.3109/0142159x.2011.542522.
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References 8. Maria Syl D. De La Cruz, et al. “Resident Perceptions of Giving and Receiving Peer-to-Peer Feedback.” Journal of Graduate Medical Education, vol. 7, no. 2, 2015,
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9. Ohyama, Atsushi, et al. “Educative Effect of Feedback after Medical Interview in Objective Structured Clinical Examination.” The Journal Of The Stomatological Society,Japan, vol. 71and72, no. 4-1, 2005, pp. 71–76., doi:10.5357/koubyou.71and72.71.
10. Pegram, Anne, and Carol Fordham-Clarke. “Implementing Peer Learning to Prepare Students for OSCEs.” British Journal of Nursing, vol. 24, no. 21, 2015, pp. 1060–1065., doi:10.12968/bjon.2015.24.21.1060.
11. Perera, Jennifer, et al. “The Use of Objective Structured Self-Assessment and Peer-Feedback (OSSP) for Learning Communication Skills: Evaluation Using a Controlled Trial.” Advances in Health Sciences Education, vol. 15, no. 2, 2009, pp. 185–193., doi:10.1007/s10459-009-9191-1
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