Constructive peer-feedback to improve language and communication skills in medical education
Fatemeh Janesarvatan, Maryam Asoodar
Abstract
Medical students need to become fluent in the native language of the country they will be working in before entering their work environment at the hospital. For this purpose, third-year students in the international track medicine (ITM) at Maastricht University attended the interactive online medical-Dutch language course. In this study, the aim is to provide more insight into the perceived value of the role of peer-feedback in achieving language proficiency and communication skills. Therefore, the study focused on peer-feedback and its value for development of communication skills and language proficiency. After the course, students completed a brief survey and participated in semi-structured individual interviews. The data were analyzed and main themes related to factors that influence the peer-feedback process were extracted. According to the results, students have perceived that peer-feedback is beneficial for medical communication skills training and language proficiency. Nevertheless, the presence of clearly defined goals and instructions (Rubric), native-peers, and guidance from teachers or facilitators are also crucial factors to consider.