Council on Medical Student Education in Pediatrics


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COMSEP Meeting in Ottawa, ON

Poster Presentation:

Using an Inpatient Oral Presentation Tool for Pediatric Clerkship Student Peer Feedback

Jennifer . Nead,SUNY Upstate Medical University,Syracuse,NY,Julia . Parus,Syracuse University,Syracuse,NY,Gary . Beck Dallaghan,University of Nebraska Medical Center,Omaha,Nebraska,Rosemarie . Mastropolo,SUNY Upstate Medical University,Syracuse,NY,Ann . Botash,SUNY Upstate Medical University,Syracuse,NY


During rounds, pediatric clerkship students are expected to present succinct, organized, and comprehensive presentations.  Student feedback indicated hospitalist expectations for presentations varied. This led to our innovation, the oral presentation tool (OPT), a checklist template for student peer evaluation utilizing a “SOAP” format.  Literature supports the benefit of peer assessment; our goal was for students to learn from peer feedback and also from self-reflection.  


-Standardize expectations and improve student comfort and skill with inpatient presentations

-Increase student comfort with EPA 6-Provide an oral presentation of a clinical encounter


Self-assessments, peer evaluations and process feedback were collected for 117 students during the 2015-2016 academic year.  Wiloxon Signed Rank tests were calculated for self-assessment items.  Comparison of initial and final self-assessments showed an increase in student comfort with all aspects of presentations and EPA 6 (p<0.05).  Students starting with outpatient pediatrics had higher final self-assessment rankings and increased comfort with EPA 6.  Peer evaluation and self-assessment variables were correlated to determine if there was a relationship using Spearman’s rho.  This showed no correlation between final self-assessments and peer evaluations.  Review of qualitative responses on process feedback showed the OPT established presentation expectations and identified student concerns that peer feedback was not critical enough.


The OPT successfully established presentation expectations and increased student comfort with presentations.  Since final self-assessment and peer evaluation rankings showed no correlation, student improvement in presentation skills requires further study.  We plan to introduce more teaching regarding peer feedback and to simultaneously compare hospitalist, resident and peer evaluations of student presentations.