Peer assessment in medical communication skills training in programmatic assessment: A qualitative study examining faculty and student perceptions

Abstract

Introduction

Current literature recommends assessment of communication skills in medical education combining different settings and multiple observers. There is still a gap in understanding about whether and how peers assessment facilitates learning in communication skills training.

Methods

We designed a qualitative study using focus group interviews and thematic analysis, in a medical course in the Netherlands. We aimed to explore medical students’ and teachers’ experiences, perceptions, and perspectives about challenges and facilitating factors in PACST (Peer assessment in medical communication skills training).

Results

Most of the participants reported that peer feedback was a valuable experience when learning communication skills. The major challenges for the quality and credibility of PACST reported by the participants are the question whether peer feedback is critical enough for learning and the difficulty of actually engaging students in the assessment process.

Conclusion

Teachers reviewing students’ peer assessments may improve the quality and their credibility and the reviewed assessments can best be used for learning purposes. We suggest to pay sufficient attention to teachers’ roles in PACST, ensuring a safe and trustworthy environment and additionally helping students to internalize the value of being vulnerable during the evaluation process.

Keywords:

• Communication skills training
• medical education
• peer assessment
• peer feedback
• programmatic assessment

Author contributions

MC Dohms and A. Rocha were responsible for all facets of the study, from study design to data collection and analysis to completion of the manuscript. P. Dielissen and E. Rasenberg were responsible for the study conception and development, data interpretation, manuscript revision and editing. B. Thoonen was responsible for data interpretation and manuscript review. All of the authors have read and approved the final version of the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

M. C. Dohms

Marcela C. Dohms, MD, PhD, is a Brazilian general practitioner currently based in France. Actively involved in this study as a visitor researcher at Radboud University Medical Center. She has experience as coordinator of clinical communication skills programs in medical education in Brazil, Her professional fields of interest and research are doctor-patient communication, vídeo feedback and mental health.

A. Rocha

Alba dos Santos Rocha, MD, is a Brazilian general practitioner currently based in The Netherlands. Actively involved in this article as a visitor researcher at Radboud University Medical Center. She has experience in tutoring undergraduate students and GP training in Brazil. She is interested in Patient-Centered Clinical Method and communication skills in primary care.

E. Rasenberg

Ellemieke M.C. Rasenberg, MD, is a general practitioner, principal lecturer at the Department of Primary and Community Care, Radboud University Medical Center (Radboudumc), Nijmegen, and coordinator of the clinical communication skills program at the Medical School of the Radboudumc, The Netherlands. She has experience in teaching and research in medical education, especially in the field of healthcare communication.

P. Dielissen

Patrick W. Dielissen, MD, PhD, is a general practitioner at Medical Centre Onder de Linde, Nijmegen, the Netherlands. His professional fields of interest and research are doctor-patient communication and sexual medicine.

B. Thoonen

Bart P.A. Thoonen, MD, PhD, MHPE, is former GP and graduated cum laude in 2020 at the Master in Health Professions Education (MHPE) at the Maastricht School of Health Education (SHE). He has experience in educational research in the field of interprofessional collaboration, assessment, SRL and e-portfolio. He has experience in curriculum development, quality management and digital transformation in education. He is project leader of the current revision of the Dutch national GP training plan. He is Program leader of Educational Research and Development in Primary Care at the department of primary and community care in Nijmegen.