Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis

Objectives: The extent of university teaching in general practice is increasing and is in part realised with attachments in resident general practices. The selection and quality management of these teaching practices pose challenges for general practice institutes; appropriate instruments are requir...

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Autores principales:	Pentzek, Michael, Wilm, Stefan, Gummersbach, Elisabeth
Formato:	article
Lenguaje:	DE EN
Publicado:	German Medical Science GMS Publishing House 2021
Materias:	general practice teacher training feedback medical students undergraduate medical education evaluation Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/776d9c6bbdc743cc80c6cdc66264de27
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id	oai:doaj.org-article:776d9c6bbdc743cc80c6cdc66264de27
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spelling	oai:doaj.org-article:776d9c6bbdc743cc80c6cdc66264de272021-11-25T07:17:01ZDoes peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis2366-501710.3205/zma001518https://doaj.org/article/776d9c6bbdc743cc80c6cdc66264de272021-11-01T00:00:00Zhttp://www.egms.de/static/en/journals/zma/2021-38/zma001518.shtmlhttps://doaj.org/toc/2366-5017Objectives: The extent of university teaching in general practice is increasing and is in part realised with attachments in resident general practices. The selection and quality management of these teaching practices pose challenges for general practice institutes; appropriate instruments are required. The question of the present study is whether the student evaluation of an attachment in previously poorly evaluated practices improves after teaching physicians have received feedback from a colleague.Methods: Students in study years 1, 2, 3 and 5 evaluated their experiences in general practice attachments with two 4-point items (professional competence and recommendation for other students). Particularly poorly evaluated teaching practices were identified. A practising physician with experience in teaching and research conducted a personal feedback of the evaluation results with these (peer feedback), mainly in the form of individual discussions in the practice (peer visit). After this intervention, further attachments took place in these practices. The influence of the intervention (pre/post) on student evaluations was calculated in generalised estimating equations (cluster variable practice).Results: Of 264 teaching practices, 83 had a suboptimal rating. Of these, 27 practices with particularly negative ratings were selected for the intervention, of which 24 got the intervention so far. There were no post-evaluations for 5 of these practices, so that data from 19 practices (n=9 male teaching physicians, n=10 female teaching physicians) were included in the present evaluation. The evaluations of these practices were significantly more positive after the intervention (by n=78 students) than before (by n=82 students): odds ratio 1.20 (95% confidence interval 1.10-1.31; p<.001).Conclusion: The results suggest that university institutes of general practice can improve student evaluation of their teaching practices via individual collegial feedback.Pentzek, MichaelWilm, StefanGummersbach, ElisabethGerman Medical Science GMS Publishing Housearticlegeneral practiceteacher trainingfeedbackmedical studentsundergraduate medical educationevaluationSpecial aspects of educationLC8-6691MedicineRDEENGMS Journal for Medical Education, Vol 38, Iss 7, p Doc122 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN
topic	general practice teacher training feedback medical students undergraduate medical education evaluation Special aspects of education LC8-6691 Medicine R
spellingShingle	general practice teacher training feedback medical students undergraduate medical education evaluation Special aspects of education LC8-6691 Medicine R Pentzek, Michael Wilm, Stefan Gummersbach, Elisabeth Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis
description	Objectives: The extent of university teaching in general practice is increasing and is in part realised with attachments in resident general practices. The selection and quality management of these teaching practices pose challenges for general practice institutes; appropriate instruments are required. The question of the present study is whether the student evaluation of an attachment in previously poorly evaluated practices improves after teaching physicians have received feedback from a colleague.Methods: Students in study years 1, 2, 3 and 5 evaluated their experiences in general practice attachments with two 4-point items (professional competence and recommendation for other students). Particularly poorly evaluated teaching practices were identified. A practising physician with experience in teaching and research conducted a personal feedback of the evaluation results with these (peer feedback), mainly in the form of individual discussions in the practice (peer visit). After this intervention, further attachments took place in these practices. The influence of the intervention (pre/post) on student evaluations was calculated in generalised estimating equations (cluster variable practice).Results: Of 264 teaching practices, 83 had a suboptimal rating. Of these, 27 practices with particularly negative ratings were selected for the intervention, of which 24 got the intervention so far. There were no post-evaluations for 5 of these practices, so that data from 19 practices (n=9 male teaching physicians, n=10 female teaching physicians) were included in the present evaluation. The evaluations of these practices were significantly more positive after the intervention (by n=78 students) than before (by n=82 students): odds ratio 1.20 (95% confidence interval 1.10-1.31; p<.001).Conclusion: The results suggest that university institutes of general practice can improve student evaluation of their teaching practices via individual collegial feedback.
format	article
author	Pentzek, Michael Wilm, Stefan Gummersbach, Elisabeth
author_facet	Pentzek, Michael Wilm, Stefan Gummersbach, Elisabeth
author_sort	Pentzek, Michael
title	Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis
title_short	Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis
title_full	Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis
title_fullStr	Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis
title_full_unstemmed	Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis
title_sort	does peer feedback for teaching gps improve student evaluation of general practice attachments? a pre-post analysis
publisher	German Medical Science GMS Publishing House
publishDate	2021
url	https://doaj.org/article/776d9c6bbdc743cc80c6cdc66264de27
work_keys_str_mv	AT pentzekmichael doespeerfeedbackforteachinggpsimprovestudentevaluationofgeneralpracticeattachmentsaprepostanalysis AT wilmstefan doespeerfeedbackforteachinggpsimprovestudentevaluationofgeneralpracticeattachmentsaprepostanalysis AT gummersbachelisabeth doespeerfeedbackforteachinggpsimprovestudentevaluationofgeneralpracticeattachmentsaprepostanalysis
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Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis

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