Öz
Feedback is considered an essential element of effective learning. Students who receive feedback from peers can improve their clinical and communication skills. This paper aims to testify for whether peer-assisted learning (PAL) is successful in teaching students with the ability to give feedback. The study was design as tutors (n=20), tutees (n=20) and control group (n=20). Tutors were educated to provide constructive feedback, and this group trained tutees in PAL to increase their skills in providing feedback. After the training, tutors and tutees used role play about veterinarian-client consultation. At the end of the consultations, each tutee provided feedback to the tutor about his/her communication skills. As findings, there was a statistically significant change between the mean scores of both “tutor and control groups” (P<0.004) and “tutors and tutees” (P<0.001). However, there was no statistically significant difference in terms of the academic year and gender between groups. Tutees benefited from being trained by peers, and tutors also improved their feedback skills by training peers. Conspicuously, PAL was found to be effective for not only tutors but also tutees. With this argument, it is predicted that other veterinary fields can also benefit from PAL throughout veterinary training.
Anahtar Kelimeler
Communication skills training feedback peer-assisted learning veterinary education
Teşekkür
The author of this article would like to thank K. Pınar Ambarcıoğlu Kısaçam from the Department of Biostatistics, Hatay Mustafa Kemal University Faculty of Veterinary Medicine, as she performed the statistical analysis of the study’s quantitative data.
Kaynakça
- Adams CL, Kurtz S (2012): Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings. J Vet Med Educ, 39, 217-228.
- Adams CL, Kurtz S (2017): Defining what to teach and learn about communication in veterinary medicine. 11-41. In: Skills for communicating in veterinary medicine. Otmoor Publishing, Oxford.
- Anantharaman LT, Ravindranath Y, Dayal S, et al (2019): Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study. Surg Radiol Anat, 41, 1163-1171.
- Artemiou E, Adams CL, Hecker KG, et al (2014): Standardised clients as assessors in a veterinary communication OSCE: A reliability and validity study. Vet Rec, 175, 509.
- AVMA (American Veterinary Medical Association) (2019): COE Accreditation Policies and Procedures: Requirements. Available at https://www.avma.org/ education/accreditation/colleges/coe-accreditation-policies -and-procedures-requirements. (Accessed Aug 10, 2020).
- Baillie S, Shore H, Gill D, et al (2009): Introducing peer assisted learning into a veterinary curriculum: A trial with a simulator. J Vet Med Educ, 36, 174-179.
- Bell CE, Rhind SM, Stansbie NH, et al (2017): Getting started with peer-assisted learning in a veterinary curriculum. J Vet Med Educ, 44, 640-648.
- Buchner HHF, Nawrocik D, Burger C (2018): Student-Initiated feedback using clinical encounter cards during clinical rotations in veterinary medicine: A feasibility study. J Vet Med Educ, 45, 76-84.
- Bulte C, Betts A, Garner K, et al (2007): Student teaching: views of student near-peer teachers and learners. Med Teach, 29, 583-590.
- Cameron DA, Binnie VI, Sherriff A, et al (2015): Peer assisted learning: Teaching dental skills and enhancing graduate attributes. Br Dent J, 219, 267-272.
- Carey MC, Kent B, Latour JM (2019): Using meta‐ethnography to develop a conceptual model of peer‐assisted learning of nursing students in clinical practice. Nurs Open, 6, 473-481.
- Coffman JM, McConkey M, Colee J (2020): Effectiveness of video-assisted, self-directed, and peer-guided learning in the acquisition of surgical skills by veterinary students. Vet Surg, 49, 582-589.
- Cole JD, Ruble MJ, Donnelly J, et al (2018): Peer-assisted learning: clinical skills training for pharmacy students. Am J Pharm Educ, 82, 644-648.
- Dooley LM, Bamford NJ (2018): Peer feedback on collaborative learning activities in veterinary education. Vet Sci, 5, 90.
- ECCVT (European Coordination Committee on Veterinary Training) (2019): List of subjects and Day One Competences. Available at https://www.eaeve.org/ fileadmin/downloads/eccvt/List_of_subjects_and_Day_One_Competences_approved_on_17_January_2019.pdf. (Accessed June 10, 2020).
- Elçin M, Turan S, Odabaşı O, et al (2019): 2019-2020 Öğretim Yılı İyi Hekimlik Uygulamaları. Available at http://www.medinfo.hacettepe.edu.tr/IHU_2019.pdf. (Accessed Aug 4, 2020).
- Francois J, Sisler J, Mowat S (2018): Peer-assisted debriefing of multisource feedback: An exploratory qualitative study. BMC Med Educ, 18, 36.
- Gelis A, Cervello S, Rey R, et al (2020): Peer role-play for training communication skills in medical students. Simul Healthc, 15, 106-111.
- Graf J, Smolka R, Simoes E, et al (2017): Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study. BMC Med Educ, 17, 75.
- Hardavella G, Aamli-Gaagnat A, Saad N, et al (2017): How to give and receive feedback effectively. Breathe, 13, 327-333.
- Harris DL, Lloyd JW (2011): Changes in teaching of nontechnical skills, knowledge, aptitudes, and attitudes at US colleges and schools of veterinary medicine between 1999 and 2009. J Am Vet Med Assoc, 239, 762–766.
- Hattie J, Timperley H (2007): The power of feedback. Rev Educ Res, 77, 81-112.
- Herrmann-Werner A, Gramer R, Erschens R, et al (2017): Peer-assisted learning (PAL) in undergraduate medical education: An overview. Z Evid Fortbild Qual Gesundhwes, 121, 74-81.
- Hudson N, Stansbie N, Rhind S, et al (2016): Recognising and developing students as teachers: Introduction of a novel undergraduate certificate in veterinary medical education. Med Teach, 38, 208-210.
- Ibrahim J, MacPhail A, Chadwick L, et al (2014): Interns’ perceptions of performance feedback. Med Educ, 8, 417-429.
- Khalid H, Shahid S, Punjabi N, et al (2018): An integrated 2-year clinical skills peer tutoring scheme in a UK-based medical school: Perceptions of tutees and peer tutors. Adv Med Educ Pract, 9, 423-432.
- Kirwan M (2010): Basic communication skills. 1-24. In: C Gray, J Moffett (Eds), Handbook of Veterinary Communication Skills. Wiley-Blackwell Publishing, Chichester.
- Lawson McLean A, Saunders C, Velu PP, et al (2013): Twelve tips for teachers to encourage student engagement in academic medicine. Med Teach, 35, 549-554.
- Löffler-Stastka H, Seitz T, Billeth S, et al (2016): Significance of gender in the attitude towards doctor-patient communication in medical students and physicians. Wien Klin Wochenschr, 128, 663-668.
- Matua GA, Seshan V, Akintola AA, et al (2014): Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital. J Nurs Educ Pract, 4, 24-31.
- Nagoshi K, Zaidi Z, Wright A, et al (2019): Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States. J Educ Eval Health Prof, 16, 29.
- Nestel D, Kidd J (2005): Peer assisted learning in patient-centred interviewing: The impact on student tutors. Med Teach, 27, 439-444.
- Norcini J, Burch V (2007): Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach, 29, 855-871.
- Noro I, Roter DL, Kurosawa S, et al (2018): The impact of gender on medical visit communication and patient satisfaction within the Japanese primary care context. Patient Educ Couns, 101, 227-232.
- Nunnink L, Thompson A (2018): Peer-assisted learning in scenario-based simulation. Med Educ, 52, 557-558.
- Prystowsky JB, DaRosa DA (2003): A learning prescription permits feedback on feedback. Am J Surg, 185, 264-267.
- Richard-Lepouriel H, Bajwa N, de Grasset J, et al (2020): Medical students as feedback assessors in a faculty development program: Implications for the future. Med Teach, 42, 536-542.
- Saedon H, Salleh S, Balakrishnan A, et al (2012): The role of feedback in improving the effectiveness of workplace based assessments: A systematic review. BMC Med Educ, 12, 25.
- Shaw JR, Bonnett BN, Roter DL, et al (2012): Gender differences in veterinarian-client-patient communication in companion animal practice. J Am Vet Med Assoc, 241, 81-88.
- Shaw JR (2019): Evaluation of communication skills training programs at North American veterinary medical training institutions. J Am Vet Med Assoc, 255, 722-733.
- Shute VJ (2007): Focus on formative feedback. Available at https://www.ets.org/Media/Research/pdf/RR-07-11.pdf. (Accessed Feb 3, 2021).
- Strand EB, Johnson B, Thompson J (2013): Peer-assisted communication training: Veterinary students as simulated clients and communication skills trainers. J Vet Med Educ, 40, 233-241.
- Tai J, Molloy E, Haines T, et al (2016): Same-level peer-assisted learning in medical clinical placements: A narrative systematic review. Med Educ, 54, 469-484.
- Ünsal Adaca A (2021): Analysis of Turkish veterinary students' self-perception of communication competencies based on gender differences. J Vet Med Educ, 48, 756-763.
- Weyrich P, Celebi N, Schrauth M, et al (2009): Peer-assisted versus faculty staff-led skills laboratory training: A randomised controlled trial. Med Educ, 43, 113-120.
- Yazdanparast A, Akhlaghi A, Shojaat J, et al (2020): The status of providing feedback in clinical education from the perspective of medical students in pediatric department of Bushehr University of Medical Services, Bushehr, Iran. Int J Pediatr, 8, 10975-10984.
Öz
Geri bildirim, etkili öğrenmenin temel bir unsuru olarak kabul edilmektedir. Akranlarından geribildirim alan öğrencilerin, klinik becerilerini ve iletişim becerilerini geliştirebildikleri bilinmektedir. Bu makalenin amacı, akran eğitimi ile öğrencilere geri bildirim verme becerisi kazandırmanın etkinliğini ortaya koymaktır. Çalışma, öğreten grup (n=20), kontrol grubu (n=20) ve öğrenen grubundan (n=20) oluşan ön test-son test kontrol grubu deseni olarak tasarlanmıştır. Öğreten grup, etkili geri bildirim vermek üzere eğitilmiş, sonrasında akranlarına geri bildirim verme becerisi kazandırmak üzere akran eğitimi vermiştir. Eğitimin etkinliğinin değerlendirilmesi için öğrenciler rol oynama yöntemini kullanarak veteriner hekim-hasta sahibi görüşmesi yapmıştır. Görüşmelerin sonunda hasta sahibi rolünü oynayan öğrenen grup, veteriner hekim rolünü oynayan öğreten gruba iletişim becerileri konusunda geri bildirim vermiştir. Yapılan istatistiksel değerlendirmeler sonucunda, hem öğreten ve kontrol grubunun (P<0,004) hem de öğreten ve öğrenen grubun (P<0,001) puan ortalamaları arasında istatistiksel olarak anlamlı bir fark tespit edilmiş; ancak gruplar arasında sınıf ve cinsiyet açısından anlamlı fark tespit edilememiştir. Sonuç olarak, öğrenen grubun yanı sıra, öğretenlerin de akranlarını eğiterek kendilerini geliştirdiği saptanmış, akran eğitiminin geri bildirim verme becerisi kazandırılması amacıyla kullanılabileceği ileri sürülmektedir. Akran eğitiminin sınıf ve cinsiyet değişkenlerinden etkilenmemesi, bu eğitim metodunun veteriner fakültesinde öğrenim gören tüm öğrencilere uygulanabileceğini göstermektedir.
Anahtar Kelimeler
akran eğitimi geri bildirim iletişim becerileri eğitimi veteriner hekimliği eğitimi
Kaynakça
- Adams CL, Kurtz S (2012): Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings. J Vet Med Educ, 39, 217-228.
- Adams CL, Kurtz S (2017): Defining what to teach and learn about communication in veterinary medicine. 11-41. In: Skills for communicating in veterinary medicine. Otmoor Publishing, Oxford.
- Anantharaman LT, Ravindranath Y, Dayal S, et al (2019): Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study. Surg Radiol Anat, 41, 1163-1171.
- Artemiou E, Adams CL, Hecker KG, et al (2014): Standardised clients as assessors in a veterinary communication OSCE: A reliability and validity study. Vet Rec, 175, 509.
- AVMA (American Veterinary Medical Association) (2019): COE Accreditation Policies and Procedures: Requirements. Available at https://www.avma.org/ education/accreditation/colleges/coe-accreditation-policies -and-procedures-requirements. (Accessed Aug 10, 2020).
- Baillie S, Shore H, Gill D, et al (2009): Introducing peer assisted learning into a veterinary curriculum: A trial with a simulator. J Vet Med Educ, 36, 174-179.
- Bell CE, Rhind SM, Stansbie NH, et al (2017): Getting started with peer-assisted learning in a veterinary curriculum. J Vet Med Educ, 44, 640-648.
- Buchner HHF, Nawrocik D, Burger C (2018): Student-Initiated feedback using clinical encounter cards during clinical rotations in veterinary medicine: A feasibility study. J Vet Med Educ, 45, 76-84.
- Bulte C, Betts A, Garner K, et al (2007): Student teaching: views of student near-peer teachers and learners. Med Teach, 29, 583-590.
- Cameron DA, Binnie VI, Sherriff A, et al (2015): Peer assisted learning: Teaching dental skills and enhancing graduate attributes. Br Dent J, 219, 267-272.
- Carey MC, Kent B, Latour JM (2019): Using meta‐ethnography to develop a conceptual model of peer‐assisted learning of nursing students in clinical practice. Nurs Open, 6, 473-481.
- Coffman JM, McConkey M, Colee J (2020): Effectiveness of video-assisted, self-directed, and peer-guided learning in the acquisition of surgical skills by veterinary students. Vet Surg, 49, 582-589.
- Cole JD, Ruble MJ, Donnelly J, et al (2018): Peer-assisted learning: clinical skills training for pharmacy students. Am J Pharm Educ, 82, 644-648.
- Dooley LM, Bamford NJ (2018): Peer feedback on collaborative learning activities in veterinary education. Vet Sci, 5, 90.
- ECCVT (European Coordination Committee on Veterinary Training) (2019): List of subjects and Day One Competences. Available at https://www.eaeve.org/ fileadmin/downloads/eccvt/List_of_subjects_and_Day_One_Competences_approved_on_17_January_2019.pdf. (Accessed June 10, 2020).
- Elçin M, Turan S, Odabaşı O, et al (2019): 2019-2020 Öğretim Yılı İyi Hekimlik Uygulamaları. Available at http://www.medinfo.hacettepe.edu.tr/IHU_2019.pdf. (Accessed Aug 4, 2020).
- Francois J, Sisler J, Mowat S (2018): Peer-assisted debriefing of multisource feedback: An exploratory qualitative study. BMC Med Educ, 18, 36.
- Gelis A, Cervello S, Rey R, et al (2020): Peer role-play for training communication skills in medical students. Simul Healthc, 15, 106-111.
- Graf J, Smolka R, Simoes E, et al (2017): Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study. BMC Med Educ, 17, 75.
- Hardavella G, Aamli-Gaagnat A, Saad N, et al (2017): How to give and receive feedback effectively. Breathe, 13, 327-333.
- Harris DL, Lloyd JW (2011): Changes in teaching of nontechnical skills, knowledge, aptitudes, and attitudes at US colleges and schools of veterinary medicine between 1999 and 2009. J Am Vet Med Assoc, 239, 762–766.
- Hattie J, Timperley H (2007): The power of feedback. Rev Educ Res, 77, 81-112.
- Herrmann-Werner A, Gramer R, Erschens R, et al (2017): Peer-assisted learning (PAL) in undergraduate medical education: An overview. Z Evid Fortbild Qual Gesundhwes, 121, 74-81.
- Hudson N, Stansbie N, Rhind S, et al (2016): Recognising and developing students as teachers: Introduction of a novel undergraduate certificate in veterinary medical education. Med Teach, 38, 208-210.
- Ibrahim J, MacPhail A, Chadwick L, et al (2014): Interns’ perceptions of performance feedback. Med Educ, 8, 417-429.
- Khalid H, Shahid S, Punjabi N, et al (2018): An integrated 2-year clinical skills peer tutoring scheme in a UK-based medical school: Perceptions of tutees and peer tutors. Adv Med Educ Pract, 9, 423-432.
- Kirwan M (2010): Basic communication skills. 1-24. In: C Gray, J Moffett (Eds), Handbook of Veterinary Communication Skills. Wiley-Blackwell Publishing, Chichester.
- Lawson McLean A, Saunders C, Velu PP, et al (2013): Twelve tips for teachers to encourage student engagement in academic medicine. Med Teach, 35, 549-554.
- Löffler-Stastka H, Seitz T, Billeth S, et al (2016): Significance of gender in the attitude towards doctor-patient communication in medical students and physicians. Wien Klin Wochenschr, 128, 663-668.
- Matua GA, Seshan V, Akintola AA, et al (2014): Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital. J Nurs Educ Pract, 4, 24-31.
- Nagoshi K, Zaidi Z, Wright A, et al (2019): Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States. J Educ Eval Health Prof, 16, 29.
- Nestel D, Kidd J (2005): Peer assisted learning in patient-centred interviewing: The impact on student tutors. Med Teach, 27, 439-444.
- Norcini J, Burch V (2007): Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach, 29, 855-871.
- Noro I, Roter DL, Kurosawa S, et al (2018): The impact of gender on medical visit communication and patient satisfaction within the Japanese primary care context. Patient Educ Couns, 101, 227-232.
- Nunnink L, Thompson A (2018): Peer-assisted learning in scenario-based simulation. Med Educ, 52, 557-558.
- Prystowsky JB, DaRosa DA (2003): A learning prescription permits feedback on feedback. Am J Surg, 185, 264-267.
- Richard-Lepouriel H, Bajwa N, de Grasset J, et al (2020): Medical students as feedback assessors in a faculty development program: Implications for the future. Med Teach, 42, 536-542.
- Saedon H, Salleh S, Balakrishnan A, et al (2012): The role of feedback in improving the effectiveness of workplace based assessments: A systematic review. BMC Med Educ, 12, 25.
- Shaw JR, Bonnett BN, Roter DL, et al (2012): Gender differences in veterinarian-client-patient communication in companion animal practice. J Am Vet Med Assoc, 241, 81-88.
- Shaw JR (2019): Evaluation of communication skills training programs at North American veterinary medical training institutions. J Am Vet Med Assoc, 255, 722-733.
- Shute VJ (2007): Focus on formative feedback. Available at https://www.ets.org/Media/Research/pdf/RR-07-11.pdf. (Accessed Feb 3, 2021).
- Strand EB, Johnson B, Thompson J (2013): Peer-assisted communication training: Veterinary students as simulated clients and communication skills trainers. J Vet Med Educ, 40, 233-241.
- Tai J, Molloy E, Haines T, et al (2016): Same-level peer-assisted learning in medical clinical placements: A narrative systematic review. Med Educ, 54, 469-484.
- Ünsal Adaca A (2021): Analysis of Turkish veterinary students' self-perception of communication competencies based on gender differences. J Vet Med Educ, 48, 756-763.
- Weyrich P, Celebi N, Schrauth M, et al (2009): Peer-assisted versus faculty staff-led skills laboratory training: A randomised controlled trial. Med Educ, 43, 113-120.
- Yazdanparast A, Akhlaghi A, Shojaat J, et al (2020): The status of providing feedback in clinical education from the perspective of medical students in pediatric department of Bushehr University of Medical Services, Bushehr, Iran. Int J Pediatr, 8, 10975-10984.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Veteriner Cerrahi, Veteriner Hekimlik Tarihi ve Etik |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 23 Haziran 2023 |
| Yayımlandığı Sayı | Yıl 2023Cilt: 70 Sayı: 3 |
