Bridging the Gap in Medical Presentation Skills: A Pre-Post Study on Self and Peer Assessment Among Saudi Medical Students

Abdelraheem Almhboub¹,  Ozaz Ahmed²

Abstract

 
 DOI :  10.5281/zenodo.16738035

Background:

Verbal communication is an essential skill in medical training, but it is frequently not evaluated adequately. This research examines if organized self- and peer-assessments enhance the presentation abilities of medical students.Verbal communication is an essential skill in medical training, but it is frequently not evaluated adequately. This research examines if organized self- and peer-assessments enhance the presentation abilities of medical students.

Methods:

A pre-post interventional study was conducted among 28 fourth-year medical students at Najran University. Each student presented two seminars—before and after being trained in rubric-based self- and peer-assessment. Instructors, peers, and students conducted evaluations using the same rubric. Data were analyzed using SPSS v23.

Results:

The mean teacher score improved from 19.04 (SD ± 2.12) to 21.32 (SD ± 1.70), a statistically significant increase (p < 0.001). 85.7% of students improved. Correlations showed moderate agreement between self and peer evaluations (ρ = 0.47–0.58) but a weak correlation with instructor scores. Despite students tending to overestimate their performance, the gap decreased after the intervention.

Conclusion:

Engaging students in self- and peer-assessment fosters improvement in presentation performance, accuracy in self-judgment, and active engagement. These findings support the integration of assessment literacy into the medical curriculum.