PAN Yu,DAI Jianchun. Application of peer feedback in teaching College English Writing to medical students from the perspectiveof New Liberal Arts[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2024, 54(3): 255-258,封三.
Abstract：Objective: To investigate the application and role of peer feedback within the context of medical student English writing instruction from the perspective of the New Liberal Arts. Methods: A cohort of dental students from Class 1 and 2 (n=60) and a psychiatric anesthesia class (n=56) from the 2020 academic year of Wenzhou Medical University Renji College were selected to form the experimental and control groups, respectively. The experimental group was exposed to a peer feedback approach, whereas the control group engaged in conventional teaching methodologies. An experimental design was implemented, utilizing pre-test and posttest evaluations to measure enhancements in writing proficiency across three dimensions: content accuracy, organizational coherence, and linguistic precision. Thematic analysis was applied to student reflective reports while data and textual analysis were conducted upon teacher questionnaires. Results: The experimental group showed significantly higher post-test writing scores compared to pre-test (t=4.882, P<0.001), and also outperformed the control grop’s post-test scores (t=3.432, P=0.001). Thematic analysis of students’ reflective reports indicated a gradual acknowledgment of peer feedback’s role in enhancing their writing competence, language skills, and medical humanities literacy. Questionnaire data supported the significant contribution of peer feedback to the improvement of students’ language abilities, writing proficiency, humanistic qualities, and autonomous learning capacity in writing. Pearson correlation analysis of the sub-dimensions revealed positive correlations between the effectiveness of peer feedback implementation and the factors of teacher and environment (r=0.528, P=0.006),teacher and assessment strategies (r=0.596, P=0.004), the environment and assessment strategies (r=0.712, P<0.001). Conclusion: Peer feedback functions as a facilitative mediator in the augmentation of linguistic competencies and the literacy of medical humanities among medical students. Teacher involvement, environmental factors, and assessment policies impose a positive impact on peer feedback mechanisms.
