Analysis of dental students' written peer feedback from a prospective peer assessment protocol

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
J TricioM Escudier

Abstract

Peer assessment and feedback is encouraged to enhance students' learning. The aim of this study was to quantitatively and qualitatively analyse pre-clinical and clinical dental students' written peer feedback provided as part of a continuous, formative and structured peer assessment protocol. A total of 309 Year-2 and Year-5 dental students were invited to participate in a peer assessment and peer feedback protocol. Consenting volunteer students were trained to observe each other whilst working in the skills laboratory (Year-2) and in the dental clinic (Year-5). Subsequently, they followed a structured protocol of peer assessment and peer feedback using specially designed work-based forms during a complete academic year. The content of their written feedback was coded according to the UK General Dental Council domain, sign (positive or negative), specificity (task specific or general), and grouped into themes. A total of 108 participants (40 Year-2 and 68 Year-5) completed 1169 peer assessment work-based forms (516 pre-clinical and 653 clinical); 94% contained written feedback. The large majority (82%) of Year-2 feedback represented the clinical domain, 89% were positive, 77% were task specific, and they were grouped into 14 th...Continue Reading

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Aug 30, 2014·European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe·J TricioM Escudier

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Citations

Jan 3, 2018·Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz·Bärbel Kahl-Nieke, Nico Vonneilich
Dec 18, 2019·European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe·Sakari MustakallioJorma I Virtanen

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