Observational studyScandinavian journal of trauma, resuscitation and emergency medicine2014
Impact of peer feedback on the performance of lecturers in emergency medicine: a prospective observational study.
Observational study in Scandinavian journal of trauma, resuscitation and emergency medicine, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed, 14 citations in OpenAlex.
- Peer assessment and feedback for effective lecturing in basic medical sciences-a mixed method study.BMC medical education · 2026Article
- Coaching educators: Impact of a novel national faculty development program for didactic presentation skills.AEM education and training · 2021Article
- The Council of Emergency Medicine Residency Directors Academy for Scholarship Coaching Program: Addressing the Needs of Academic Emergency Medicine Educators.The western journal of emergency medicine · 2019Article
- The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study.BMC medical education · 2016Article
- Does peer feedback for teaching GPs improve student evaluation of general practice attachments? A pre-post analysis.GMS journal for medical educationArticle
Corrections and comments
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Authors and funding
8 authors at 5 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAlthough it is often criticised, the lecture remains a fundamental part of medical training because it is an economical and efficient method for teaching both factual and experimental knowledge. However, if administered incorrectly, it can be boring and useless. Feedback from peers is increasingly recognized as an effective method of encouraging self-reflection and continuing professional development. The aim of this observational study is to analyse the impact of written peer feedback on the performance of lecturers in an emergency medicine lecture series for undergraduate students.
methodsIn this prospective study, 13 lecturers in 15 lectures on emergency medicine for undergraduate medical students were videotaped and analysed by trained peer reviewers using a 21-item assessment instrument. The lecturers received their written feedback prior to the beginning of the next years' lecture series and were assessed in the same way.
resultsIn this study, we demonstrated a significant improvement in the lecturers' scores in the categories 'content and organisation' and 'visualisation' in response to written feedback. The highest and most significant improvements after written peer feedback were detected in the items 'provides a brief outline', 'provides a conclusion for the talk' and 'clearly states goal of the talk'.
conclusionThis study demonstrates the significant impact of a single standardized written peer feedback on a lecturer's performance.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.