Journal of the Pakistan Medical Association
The effectiveness of tutor vs peer feedback on formative OSPE practice in undergraduate physiology
By Faiza Ikram, Attia Sheikh, Sidra Arshad and 3 others.
Abstract
Objective
To compare the effectiveness and feasibility of tutor feedback and peer feedback for formative Objectively Structured Practical Examination practice among undergraduate Physiology students.
Method
The mixed-method, experimental study was conducted at Combined Military Hospital Multan Institute of Medical Sciences, Multan, Pakistan, from May 13 to July 15, 2024, and comprised second-year medical students in the Physiology module who undertook Objectively Structured Practical Examination practice sessions. They were randomised into control group A and experimental group B. In group A, the students played the role of performer and simulated patient, while the facilitators acted as examiners and reviewers. In group B, the students played the role of performer, simulated patients, examiners and peer reviewers, with the tutor separately and confidentially scoring the performer on each station. Summative scores of the two groups were compared, while inter-rater reliability between tutor and peer grading was assessed using the intraclass correlation coefficient. Using the Likert scale and open-ended questions, a questionnaire was employed to evaluate student perceptions regarding feedback efficacy. Data was analysed using SPSS 26.
