gms | German Medical Science

4th Research in Medical Education (RIME) Symposium 2015

19.03-21.03.2015, München

Impact of structured, written peer feedback on content, structure and quality of lectures in surgery

Meeting Abstract

  • author presenting/speaker Jasmina Sterz - University Hospital Frankfurt, Department of Surgery, Frankfurt am Main, Germany
  • author Sebastian Höfer - University Hospital Frankfurt, Department of Surgery, Frankfurt am Main, Germany
  • author Vanessa Britz - University Hospital Frankfurt, Department of Surgery, Frankfurt am Main, Germany
  • author Faidra Kalozoumi-Paizi - University Hospital Frankfurt, Department of Surgery, Frankfurt am Main, Germany
  • author Ingo Marzi - University Hospital Frankfurt, Department of Surgery, Frankfurt am Main, Germany
  • corresponding author Miriam Ruesseler - University Hospital Frankfurt, Department of Surgery, Frankfurt am Main, Germany

4th Research in Medical Education (RIME) Symposium 2015. München, 19.-21.03.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. DocP43

doi: 10.3205/15rime50, urn:nbn:de:0183-15rime500

Veröffentlicht: 12. März 2015

© 2015 Sterz et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen. Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden. Lizenz-Angaben siehe http://creativecommons.org/licenses/by-nc-nd/3.0/.


Gliederung

Text

Introduction: Though often criticized, lectures are still one of the most important parts of medical education as they represent an economical and efficient method for teaching. In times of growing numbers of students, they get even more important. At our medical school, students report on deviant quality of the lectures in surgery according to different lecturers. Till now there was no evaluation of the lectures in surgery at our medical faculty. The aim of this study is to analyse the impact of structured, written peer feedback on content, structure and quality of lectures in surgery.

Methods: In this study, 31 lectures were analysed by minimum 2 trained reviewers (minimum one peer reviewer and one medical student) using a 22-item assessment tool. Every lecturer received a written feedback prior the beginning of the next years’ lectures series, comprising the topics ‘content and organisation’, ‘visualisation’ and ‘presentation’. For each item, they received their own rating, as well as the median, best and worst rating on each item, so that each lecturer could compare his lecture with the other lecturer. In addition, they received a global feedback and the offer for an individual counsel. Next lectures were assessed in the same way.

Results: 31 lectures were reviewed in the first lecture series. Overall a rating of 3.7 on a 5-point Likert Scale (from 5 = excellent demonstration of performance to 1 = does not demonstrate) was achieved. The best results were achieved in ‘content and organisation’. After the presentation of written feedback, a significant improvement in the lecturers’ scores in all categories could be demonstrated.

Discussion: A written structured peer feedback has a major impact on lecture quality structure and content.