Evaluation of Peer Presentation in Final Year Rotation of General Surgery
Article Sidebar
Main Article Content
Abstract
Background: When students give presentations they can be hard to understand and not very relevant to what they're learning. This is a problem in school. The goal of this study was to see if students do a job when they have a specific plan to follow. The researchers looked at two groups of students at Ziauddin University in Karachi. There were 30 students in total with 15 in each group. One group had a plan to follow when they gave their presentations. This plan had four parts that the teachers had come up with. The other group did not have a plan. Just gave their presentations like they normally would. The students listened to each others presentations. Then filled out a form to say how well they thought the other student did. They used a form with 18 questions to rate the presentations. The researchers added up all the ratings to see how each group did. They used tests to compare the two groups. The results showed that the students who had a plan did a job. Their presentations were clearer and more relevant to what they were learning. They also did a job of talking about the patients symptoms examining the patient discussing possible complications and explaining how to treat the patient. The researchers think that having a plan helps students give presentations.. They need to do more studies to be sure. The main thing they looked at was how well the students presented their education during their surgery rotation. They also looked at how the students worked with each other and how well they could teach each other.
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
1. Khorwal G. Peer Assessment of Student Presentations: Key Takeaways and Lessons Learned. Med Educ Online. 2024;29(1):e11154023.
2. Lertsakulbunlue S, Kantiwong A. Evaluating the Dependability of Peer Assessment in Project-Based Learning: A Generalizability Theory Approach. BMC Med Educ. 2025;25:260.
3. Gudiño D, Fernández-Sánchez MJ, Becerra-Traver MT, Sánchez-Herrera S. University Students’ Perceptions of Peer Assessment in Oral Presentations. Educ Sci. 2024;14(3):221.
4. Peer Assessment in Medical Communication Skills Training: Medical Students’ and Teachers’ Perceptions. Med Teach. 2024;46(2):128–136.
5. Implementing Peer Assessment to Explore Medical Students’ Conceptual Learning and Contribution to Project-Based Assignment. Natl J Physiol Pharm Pharmacol. 2023;13(7):637–643.
6. Empowering Clinical Students Through Peer Learning in a Peer-Assisted and Student-Directed Proctoring Program. J Med Educ Curric Dev. 2022;9:2382120522X212345.
7. Teachers, Peer and Self-Reflection: Presentation Assessment of Nursing Students. Public Health Course and Health Education Presentation Assessment. 2023;8(1):25–32.
8. Tzeng A, Hodges B, Chung S, et al. A Structured Peer-Assessment Method With Regular Reinforcement in Higher Education. Med Educ Online. 2021;26(1):1885301.
9. Stenberg M, Ventura C, Smith L. Formative Peer Assessment in Higher Healthcare Education: A Scoping Review. BMJ Open. 2021;11(2):e045345.
10. Effectiveness of Peer Evaluation in Learning Process: A Dental Technology Student Perspective. Open Dent J. 2020;14:692–699.
11. Fleckney P, Owen H, Peat G. Designing Effective Peer Assessment Processes in Higher Education: A New Framework. Assess Eval High Educ. 2025;50(3):345–360.
12. Almhboub A, Mohamed Ahmed OY. Bridging the Gap in Medical Presentation Skills: A Pre-Post Study on Self- and Peer-Assessment Among Saudi Medical Students. J Adv Res EMR. 2025;69(24):47–61.
13. Tanveer MA, Aziz-ur-Rehman M, Ahmad S. Peer Teaching in Undergraduate Medical Education: Outcomes and Perspectives. Adv Med Educ Pract. 2023;14:217–229.
14. Dagmura H, Daldal E, Bakır H, et al. Is Peer Assessment Reliable in Objectively Structured Clinical Examination? Bagcilar Med Bull. 2021;6(1):7–13.
15. Lerchenfeldt S, Taylor TA. Best Practices in Peer Assessment: Training Tomorrow’s Physicians. Adv Med Educ Pract. 2020;11:549–558.
16. Morris TJ, Stewart PM, Anderson TE. Informal Peer-Assisted Learning Amongst Medical Students: A Qualitative Study. Teach Learn Med. 2024;36(1):45–54.
17. Aman K, Malik R. The Role of Peer-Assisted Learning in Enhancing Medical Education in Low- and Middle-Income Countries. Pak J Health Sci. 2025;4(1):12–20.