Using a Group Function Tool for Peer Feedback in Medical Education
Author Information
Author(s): Muacevic Alexander, Adler John R, Mellon Matthew, Van Dierdonck Hanna, Morjaria Leo, Bracken Keyna, Sibbald Matthew
Primary Institution: McMaster University
Hypothesis
This study aims to identify implementation considerations for a group function reflection tool and explore group feedback behaviours around the operationalization of the tool.
Conclusion
The group function reflection tool was beneficial for facilitating peer feedback in problem-based learning, but its implementation revealed tensions that require careful management.
Supporting Evidence
- The tool provided a structured approach to peer feedback, which was previously lacking.
- Participants expressed both appreciation for the tool and concerns about its rigidity.
- Feedback was collected over four weeks, resulting in a total of 288 responses.
- Students reported that the tool helped them reflect more deeply on their feedback.
- Anonymity in feedback was seen as both a strength and a potential risk.
Takeaway
This study looked at how a new tool helps medical students give each other feedback. It found that while the tool is helpful, it can also create some confusion about how to use it.
Methodology
A qualitative study using semi-structured focus groups and direct content analysis of feedback from medical students using the group function reflection tool.
Potential Biases
Potential bias due to the study being conducted in a single institution with a specific educational focus.
Limitations
The findings may not be generalizable to other PBL contexts or curricula, and the study was conducted in a program that emphasizes PBL and peer feedback.
Participant Demographics
24 first-year medical students, 13 males and 11 females.
Digital Object Identifier (DOI)
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