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Table 1 Objective analysis of the feedback quality in 2020 (online feedback given by near peer students) compared to 2013 (face to face feedback given by experienced clinical teachers)

From: The pedagogical value of near-peer feedback in online OSCEs

Objective analysis of the feedback quality

Senior students Online feedback

Experienced tutors Face to face feedback

 

2020 N = 106

2013 N = 37

 

Mean (SD) Likert scale 1–5

Mean (SD) Likert scale 1–5

p valuea

The tutor explored students’ learning needs

3.42 (0.76)

2.14 (1.73)

 < 0.0001

The tutor stimulated students’ self-assessment

3.27 (0.97)

1.73 (1.50)

 < 0.0001

The feedback was descriptive

3.41 (0.69)

3.68 (1.00)

0.096

The feedback was subjective

3.95 (1.12)

2.49 (2.00)

0.0001

The feedback was balanced (between both the positive and constructive feedback)

3.34 (1.02)

3.57 (1.26)

0.328

The supervisor took into account the student’ s self-assessment

3.71 (0.87)

2.00 (1.99)

 < 0.0001

The tutor stimulated students to participate to the problem-solving process

3.07 (0.42)

2.70 (1.41)

0.007

The tutor used role playing or hands on

1.39 (0.84)

0.95 (1.49)

 < 0.0001

The tutor checked students’ understanding

3.39 (1.13)

2.09 (1.72)

 < 0.0001

Transversal dimensions

 Empathy

5.59 (0.51)

3.81 (1.05)

 < 0.0001

 Pedagogical effectiveness

3.81 (0.69)

2.78 (1.57)

0.0002

 Structure of the feed-back

3.63 (0.48)

2.49 (1.33)

 < 0.0001

 Verbal interaction

3.15 (0.36)

3.27 (0.96)

0.6629

 Global evaluation (sum of the scores of items)

3.73 (0.38)

2.93 (1.23)

0.0002

  1. aWilcoxon rank sum test