Though often criticised, the lecture remains a substantial part of medical training as it represents an economical and efficient method for teaching both factual and experimental knowledge. However, if administered in the wrong way, it can be boring and useless.

The aim of this study is to analyse the impact of written peer feedback on a lecture series in emergency medicine for undergraduate students.

Using a 21 item assessment instrument, 13 lecturers in 15 lectures were videotaped and analysed by trained reviewers. The written feedback was presented to the each lecturere prior the beginning of the next years’ lectures series and its effects were assessed in the same way.

A significant improvement in the lecturers’ scores in the categories ‘content and organisation’ and ‘visualisation’ could be demonstrated. The highest and most significant improvements after written peer feedback were in the items ‘Provides a brief outline’, ‘Provides a conclusion for the talk’ and ‘Clearly states goal of the talk’. 

This study demonstrates the high impact of a single standardized written peer feedback on a lecture.