Enterprise AI Analysis
Development of a digital peer-feedback tool for clinical skills training: a pilot study with second-year medical students
This report provides an in-depth analysis of the research paper "Development of a digital peer-feedback tool for clinical skills training: a pilot study with second-year medical students," exploring its implications for enterprise AI applications, particularly within medical education and skill development.
Executive Impact & Key Findings
The study highlights the potential of Medifeeding, a video-based peer-feedback digital tool, to enhance clinical skills training among medical students by addressing traditional feedback limitations. It demonstrates significant educational benefits and positive user reception while identifying critical areas for future development in moderation and technical infrastructure.
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Reported Educational Benefit
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Average User Rating
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Top Priority Attribute (Educational Benefit)
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Students in Pilot Study
Deep Analysis & Enterprise Applications
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Educational Impact
Peer Interaction & Trust
Technical Usability & Engagement
New Usage Scenarios
Educational Benefits & Skill Retention
Participants widely described Medifeeding as helpful for skill acquisition and knowledge retention. A primary benefit was self-review and error recognition: "Being able to review my own videos helps me detect and correct errors" (P2). The tool also fostered peer learning through observation and adoption of good practices, especially from more experienced peers: "Watching upper-year students' videos provides valuable insights into procedural skills" (P4). Students further noted that revisiting videos supported retention of previously learned procedures: "We tend to forget certain medical procedures throughout the year, but reviewing these videos helps reinforce them" (P2). This is consistent with earlier studies showing video-based collaborative learning improves acquisition and retention of procedural skills and self-directed learning.
Peer Interaction & Moderation Challenges
Participants described peer interaction as important to learning, noting benefits for 'vertical learning' from upper-year students. However, concerns arose regarding the reliability of peer assessments and the risk of misinformation: "If a poorly executed procedure receives high ratings, students might assume it is correct" (P5). Students suggested oversight mechanisms like faculty review or AI-assisted moderation to improve content credibility: "A teacher or AI-based system should monitor video content to prevent misleading information" (P7). Privacy options like face blurring were also highlighted for encouraging participation.
Technical Infrastructure & User Engagement
Participants frequently mentioned technical issues such as slow loading, limited search/filtering, and the absence of personal video management. Usability suggestions included video speed control, bookmarks, and enhanced filtering. Low awareness and limited incentives hindered broader adoption, with students suggesting "stronger institutional promotion" and "gamification/incentives (e.g., points, badges, recognition)" to boost motivation. Addressing these technical and motivational aspects is crucial for wider adoption, especially for Generation Z learners who expect highly interactive and mobile-friendly experiences.
New Usage Scenarios & Future Directions
Participants proposed several extensions beyond current skill-based use, including clinical case sharing with diagnostic discussion and imaging review: "...uploading real clinical scenarios or radiological images could enhance learning" (P3). Suggestions also covered using the tool for anatomy models and histology slides with threaded comments, and practicing emergency scenarios in simulated environments. Future research should expand to multiple institutions, capture long-term effects on clinical performance, and incorporate faculty perspectives. The potential for AI-assisted moderation is noted as a future direction, with a cautious hybrid model recommended for ethical considerations.
Enterprise Process Flow: Medifeeding Development & Pilot
Development of Medifeeding
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Pilot Testing of Beta Version
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Individual Interviews Conducted
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Focus Group Discussions
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Integration & Reporting of Findings
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| Feedback Mechanism |
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| Scalability & Access |
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| Trust & Moderation |
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Case Study: Pilot Implementation at Çanakkale Onsekiz Mart University
Challenge: Traditional clinical skills training faces significant hurdles, including limited practical opportunities, unclear assessment criteria, and difficulties in integrating new technologies. This results in inadequate, non-systematic feedback for medical students, a critical gap for skill development.
Solution: The Medifeeding digital peer-feedback tool was developed based on Moonen's 3-Space model. It allows medical students to record and upload performance videos for procedures like IV injection, suturing, and endotracheal intubation. Peers then provide structured feedback via audio, video, and text comments, alongside rubric-based ratings.
Implementation: A pilot feasibility study involved 31 second-year medical students at Çanakkale Onsekiz Mart University. Data was gathered through an online evaluation form, semi-structured interviews (n=24), and a focus group (n=5) after students actively used the Medifeeding application in their clinical skills training.
Results & Impact: The pilot demonstrated significant success, with 90% of participants reporting educational benefit and an average overall rating of 4.13/5. Students highlighted benefits such as self-review, error detection, and peer learning from more experienced students. However, the study also identified key areas for improvement, including the need for robust moderation to ensure feedback validity (preventing misinformation), addressing technical limitations (slow loading, search functionality), and implementing gamification to boost student motivation and engagement.
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