This month, the IAMSE Publications Committee review is taken from the article titled A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning, published in Medical Science Educator (20 June 2023) by Sarah Lerchenfeldt, Suzan Kamel-ElSayed, Gustavo Patino, Stephen Loftus, and David M. Thomas.
How does peer feedback/evaluation shape teamwork and learning in medical education? Lerchenfeldt et al. explore this question through a rich qualitative lens from medical students and residents, uncovering how students experience giving and receiving feedback in team-based learning (TBL)
In TBL, students collaborate closely to solve problems and apply knowledge together. Peer feedback is a cornerstone of this process, designed to foster accountability, communication, and professional growth. But while students recognize its value, they also face challenges – especially around giving honest feedback or managing uncomfortable group dynamics.
Through interviews and focus groups, the researchers found that effective peer feedback can enhance trust, improve teamwork, and deepen self-reflection. When done well, it encourages students to take ownership of their learning and helps teams function more cohesively. However, when feedback is vague or overly cautious, its benefits are limited.
The authors found that peer feedback – when thoughtfully integrated – can transform TBL into a dynamic space for growth. It helps students develop not only academic competence, but also the communication and collaboration skills essential for future healthcare professionals.
It is essential to read the full article if any medical educators are interested in applying peer feedback or evaluation in their teaching or curricula. Because when and how to apply peer feedback varies by program and institution, it is necessary to consider contextual factors to best fit your program.
Qing Zhong, M.D., PhD
Professor of Pharmacology
Department of Biomedical Science
Rocky Vista University College of Osteopathic Medicine