A discussion between peer 1, peer 2, and myself: How do medical students process and use peer feedback on their own work?

Peer feedback (PF) is a tool that allows learners to improve their written productions. However, some students benefit more than others from PF, and it is unclear what strategies lead to high-quality work revision. This study explores the strategies and conditions under which PF is appropriately used or ignored by students when revising their own work. Thirty-eight second-year undergraduate medical students took part in this study. The task assigned to the participants was to enhance their written work using feedback from two peers. Their eye movements were recorded throughout the experiment, and a Cued Retrospective Reporting (CRR) was conducted at the end of the task. Analysis of the CRR through content analysis reveals that students exhibiting high-quality revision do not employ the same strategies as those displaying low-quality revision. They actively and critically engage in PF use, act as a third feedback-giver, and do not overestimate their abilities.

Affiliations

UCLouvainSSH/IPSY - Psychological Sciences Research Institute

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Van Meenen, F., Masson, N., Catrysse, L., Verschuren, F., & Coertjens, L. (2024). A discussion between peer 1, peer 2, and myself: How do medical students process and use peer feedback on their own work? Sig 1 conference 2024: Assessment and Inclusivity in the Era of Digital Transformation, Barcelone. https://hdl.handle.net/2078.5/232502