The students record 3 separate oral presentations at weeks 2, 5, and 7 that are both peer and self-evaluated. The first session occurs during the second week of an 8-week block.
Students then watch 2 prerecorded case presentations; one is excellent, and the other is abysmal. To accomplish these objectives, we developed evaluation criteria that meaningfully assess the elements of the oral case presentation with Peer evaluation of presentations clear aim to foster growth.
Can this process alleviate faculty time burden by using peers as evaluators and self-reflections as means to improve the measured skill? The session concludes with an explanation of the scoring system Figure 2 and the scorecard itself Figure 3.
As part of an internal medicine clerkship, students receive instruction in the elements of a good oral case presentation and then present a real-world case in front of a video camera.
We expect peer and self-evaluation to be meaningful tools for developing skills in oral presentation. It should allow for real-world implementation rather than sterile simulation. Students, independent of their peers, bring a history and physical of a patient they have admitted and present an oral history and physical in front of a camera.
We developed a curriculum to improve oral case presentation skills in medical students. The clerkship director reviews what makes a strong case presentation vs a poor case presentation.
After the first session, students are given a perception survey Figure 1 followed by a minute lecture by the clerkship director that demonstrates the differences between the written history and physical and the oral case presentation, as well as their significance.
Oral case presentation is an essential skill in clinical practice that is decidedly varied and understudied in teaching curricula. The purpose of this education innovation was to create a sustainable, scalable method of coaching and evaluating oral case presentations.
We hope to not only improve the quality of oral case presentations by students but also to reduce the time burden on faculty. Such communication is essential within and between provider teams and between physicians and supporting staff. Our objective was to develop a curriculum that 1 aligns faculty and student perceptions of the purpose of oral case presentation, 2 clarifies what makes an excellent oral case presentation, and 3 trains students to communicate effectively and efficiently with the healthcare team.
We hope the methodology also helps with coaching and aids peer and self-evaluations free of faculty commitment.
Success will be defined by affirmative answers to 2 questions: A fluent case presentation allows for efficient and effective transitions between providers. The oral case presentation also serves as a useful proxy for assessing student competency in clinical reasoning and patient care.
Other studies of interventions to improve case presentation skills have shown mixed results for the outcome of summative end-of-clerkship evaluations; however, summative ratings may have poor accuracy and reliability for assessing specific skills.
Student and faculty perceptions of the oral case presentation vary widely. Can a brief curriculum within the internal medicine core clerkship improve the ability of medical students to present oral cases?Oral Presentations: Peer Assessment Very Good 3 Satisfactory 2 Poor 1 Gave an interesting introduction Presented clear explanation of topic Presented information in acceptable order Used complete sentences Offered a concluding summary Spoke clearly, correctly, distinctly and confidently.
Group Evaluation Sheet. Please complete this evaluation sheet for the presentation you viewed in class today. Please put your name at the top of this form for attendance credit. You may use the back of the sheet for additional comments, if necessary. These sheets should be submitted by the next class period.
Peer Evaluation Sheet. You listen quietly to all of the presentations given in class, but fail to fill out 1 section of the peer review assessment You make distracting noises or comments to your classmates & fail to fill out 2 sections of the peer review assessment.
Return to Teacher Resources: Oral Communication Focus. Informative Presentation Peer Evaluation Form. Source: Schaller, K. ().Principles of Effective Public Speaking: Student Workbook.
At Acclaim, instructors from Communication and Public Speaking, as well as Entrepreneurship, Science and Digital Storytelling courses, have shared some of the prompts they send to students as they ask them to give peer evaluations of presentations. Peer PowerPoint Evaluation Form (5 points) Presentation created by:_____ Presentation Reviewed by:_____ Commendation (Something you liked or thought was especially well done).
Be specific. Recommendation (Something you could suggest to enhance or improve this presentation).Download