Purpose Peer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States. Methods The University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1–6) and open-ended comments during the 2017–2018 academic year. Results Students felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students. Conclusion PAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.

中文翻译：

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同行协助反馈：一种成功的方法，可提供有关美国美国医学许可考试式临床技能考试笔记的反馈

目的同伴辅助学习（PAL）促进了交流的发展，促进了临床技能的提高，并且是向学习者提供反馈的一种方式。我们利用PAL作为概念框架来探索同伴辅助反馈（PAF）的可行性，以提高笔记写作技能，而无需花费教师的时间。目的是通过在美国的调查中使用学生的反馈意见，来评估PAL是否是提供对美国医学许可考试（USMLE）式临床技能考试笔记的反馈的成功方法。方法佛罗里达大学医学院管理临床技能考试（CSE），包括类似于USMLE的笔记写作。学生支持同伴学习的PAL被用作教师反馈的替代方法。参加CSE的第二年级（MS2）和第三年级（MS3）的医学学生在测试后立即参加了教师开设的笔记分级会议，其中包括对评分标准的解释和反馈过程。学生给匿名的同学的笔记打分。然后将评分后的材料匿名转发给其学生作者进行审查。在2017-2018学年期间，使用李克特量表（1-6）和开放式评论对学生的感知反馈能力和从PAF中获得的收益进行了调查。结果学生对该活动总体上持积极态度，与MS2的教育价值相关的项目的平均得分分别为4.49和MS3的平均得分为5.11（满分6分）。MS3认为同peer反馈具有建设性，认为评估彼此的笔记是有益的，并认为该练习将改善他们将来的笔记。尽管仍然很积极，但MS2学生的得分低于MS3学生。结论PAF是一种对学生的CSE笔记提供反馈的成功方法，尤其是对于MS3。MS2s评论说，尽管他们在学习过程中有所学习，但在接近自己的USMLE考试时，他们可能会在改进笔记写作方面投入更多精力。