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BioMed Research International
Volume 2014 (2014), Article ID 610591, 7 pages
Research Article

Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios

1Centre for Clinical Education (CEKU), University of Copenhagen and Capital Region of Denmark, Rigshospitalet, Teilumbygningen, Blegdamsvej 9, 2100 Copenhagen, Denmark
2Department of Anesthesia and The Wilson Centre, 200 Elizabeth Street, 1ES-565, Toronto, Ontario, Canada M5G 2C4
3Department of Anaesthesiology, Centre of Head and Orthopaedics, Rigshospitalet and Copenhagen University, Blegdamsvej 9, 2100 Copenhagen, Denmark

Received 2 November 2013; Revised 23 April 2014; Accepted 29 April 2014; Published 20 May 2014

Academic Editor: Tommaso Pellis

Copyright © 2014 Charlotte Loumann Krogh et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Introduction. The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training. Methods. Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees’ performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees’ satisfaction with the training was also evaluated. Results. The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65) P=0.003 and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09) P=0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00) versus 5.74 (SD 1.33) P=0.025. Conclusion. Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.