Faculty mentor/PI email address
garwoods@rowan.edu
Is your research Teaching and Learning based?
1
Keywords
Peer Feedback, Medical Education, Situation–Behavior–Impact (SBI) Model, Professional Communication, Feedback Skills Training
IRB or IACUC Protocol Number
PRO-2023-320
Date of Presentation
5-6-2026 12:00 AM
Poster Abstract
Providing effective peer feedback is an essential professional skill in medical education, yet students often receive limited formal training in how to deliver feedback constructively. This study describes the design, implementation, and outcomes of a one‑hour synchronous workshop introducing first‑year medical students to the Situation–Behavior–Impact (SBI) feedback model. The interactive session combined didactic instruction, large‑group discussion of effective feedback characteristics, and small‑group practice creating structured SBI feedback statements. Effectiveness was evaluated using pre‑ and post‑workshop confidence surveys and a rubric‑based analysis of 75 group‑generated feedback statements. Following the workshop, 98% of students agreed or strongly agreed they could apply the SBI model. Rubric scores demonstrated strong overall application (mean 15.4/20), with highest performance in tone and professionalism and lower performance in clearly defining the situation. These findings suggest that a brief, structured intervention can significantly improve students’ confidence and ability to provide professional, actionable peer feedback
Disciplines
Medical Education | Medicine and Health Sciences
Included in
Effective Peer Feedback with the Situation-Behavior-Impact (SBI) Model
Providing effective peer feedback is an essential professional skill in medical education, yet students often receive limited formal training in how to deliver feedback constructively. This study describes the design, implementation, and outcomes of a one‑hour synchronous workshop introducing first‑year medical students to the Situation–Behavior–Impact (SBI) feedback model. The interactive session combined didactic instruction, large‑group discussion of effective feedback characteristics, and small‑group practice creating structured SBI feedback statements. Effectiveness was evaluated using pre‑ and post‑workshop confidence surveys and a rubric‑based analysis of 75 group‑generated feedback statements. Following the workshop, 98% of students agreed or strongly agreed they could apply the SBI model. Rubric scores demonstrated strong overall application (mean 15.4/20), with highest performance in tone and professionalism and lower performance in clearly defining the situation. These findings suggest that a brief, structured intervention can significantly improve students’ confidence and ability to provide professional, actionable peer feedback