Khaw, C.Tonkin, A.Kildea, H.Linn, A.2012-04-022012-04-022011Focus on Health Professional Education, 2011; 12(3):41-521442-1100http://hdl.handle.net/2440/70197Background: Peer assisted learning in the form of peer feedback has been used in a range of settings for medical education and assessment. Clinical skills are an important and vital aspect of undergraduate medical education. Clinical skills learning has been enhanced by incorporating peer assisted learning in medical curricula. Aim: To assess the usefulness of peer observer feedback sheets as a tool for structured peer feedback in enhancing early undergraduate clinical skills learning. Method: An innovative tool enabling peer feedback in history taking and physical examination skills was distributed to small student groups in year 1 and year 2 undergraduate clinical skills tutorials throughout the 2008 academic year. A questionnaire regarding the usefulness of this tool in helping with clinical skills learning was then distributed to all first and second year medical students for evaluation at the end of the second semester in the 2008 academic year. Results: The results supported some usefulness of this tool in helping early undergraduate medical students with clinical skills tutorials. At the end of the academic year, 71.5% of year 1 and 62.4% of year 2 students found this tool 'useful' to 'extremely useful'. Conclusion: Peer observer feedback sheets were perceived by the majority of a cohort of first and second year medical students to be useful in clinical skills teaching and learning. Further research is needed to determine the effectiveness of this tool on actual student performance and how this will impact on low performing students.enCopyright status unknownpeer observer feedback sheetsstructured peer feedbackclinical skillsearly undergraduate medical studentsJournal article002011688825711Khaw, C. [0000-0002-9374-2606]Linn, A. [0000-0002-0906-5148]