Peer feedback as a medium to facilitate reflective practice among pharmacy students in a case-based learning environment.

INTRODUCTION: The ability to reflect is a key element in preparing pharmacy professionals to meet the challenges of a dynamic health care environment. This mixed-methods study explored the pedagogical benefits of peer feedback by designing, developing, and implementing a peer feedback activity to facilitate reflective practice among pharmacy students. METHODS: Twenty second-year doctor of pharmacy (PharmD) students in a required pharmacotherapy course participated in a systematic peer feedback activity and five of these students volunteered for semi-structured interviews. RESULTS: No significant correlation was found between perceived effectiveness of peer feedback and students' reflective thinking skills. Qualitative interview data revealed three major themes regarding PharmD students' perception of peer feedback as an instructional strategy to promote reflective practice: (1) the cognitive process of providing feedback, (2) the cognitive process after receiving peer feedback, and (3) perceptions of peer feedback as a tool to exercise reflective practice. CONCLUSIONS: Although limited in sample size, important lessons were learned on how to design, develop, and implement a peer feedback activity.

Exploring student perceptions and attitude towards various aspects of peer feedback in a pharmacotherapy course.

BACKGROUND: The purpose of this study is to gauge pharmacy students' perceptions and attitude towards peer feedback in a pharmacotherapy course. METHODS: An explanatory sequential mixed-method approach with a 20-item electronic survey and semi-structured interviews were used to collect data from students enrolled in a required pharmacotherapy course at a major public university in the southeast United States. A survey design with descriptive statistics were used for the quantitative part and constant comparative approach was used to analyze qualitative data. RESULTS: Seventy-three completed surveys (53%) were received (n = 73). Majority of the students (90%) believed that they will be using peer feedback in their future pharmacy careers. Most students (90%) agreed that their peers are competent enough to provide constructive feedback, whereas only 78% believed in their own competency to provide feedback to their peers. Over 81% of students preferred receiving feedback from a peer they have previously worked with. Interviews with five second-year pharmacy students (n = 5) revealed three major themes regarding PharmD students' perception of peer feedback activity, namely, (1) participants' perspectives about the value of peer feedback, (2) learning from peer feedback, and (3) significance of the individuals participating in the peer feedback activities. CONCLUSIONS: Perceptions of competency, the perceived value of peer feedback and interrelationship among peers are important determinants of effective peer feedback practices. Education and training in techniques and benefits of peer feedback, as well as opportunity to practice the skill can help students promote a positive attitude towards peer feedback.