Can students adequately evaluate the activities of their peers in PBL?

Kamp, Rachelle J. A.; Dolmans, Diana; Berkel, Henk J. M. Van; Schmidt, Henk G.

doi:10.3109/0142159x.2010.509766

Cited by 24 publications

(35 citation statements)

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“…These correlations could indicate that we are dealing with only one type of student tutorial activity. However, a confirmatory factor analysis in a previous study (Kamp et al 2011) has proved that there are indeed three different factors with regard to the three types of tutorial student activity. Furthermore, in the model one factor (constructive activities) predicts the score on the multiple choice unit test and the other factor (collaborative activities) predicts the score on the group assignment.…”

Section: Discussionmentioning

confidence: 99%

“…In a previous study (Kamp et al 2011) the Maastricht Peer Activity Rating Scale (M-PARS) was developed with which students can evaluate three main aspects of tutorial peer activity: a peer's constructive, collaborative and motivational contributions to the tutorial group. This study also demonstrated that, students are able to evaluate their peers on these three aspects in a reliable and valid way and that, only four evaluations per student are needed for a reliable judgment.…”

Section: Peer Evaluationsmentioning

confidence: 99%

“…Students' activities were measured with the Maastricht Peer Activity Rating Scale (M-PARS) (Kamp et al 2011). This 14-item rating scale consists of three subscales (See Appendix).…”

Section: Instrumentsmentioning

confidence: 99%

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The relationship between students’ small group activities, time spent on self-study, and achievement

et al. 2012

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The purpose of this study was to investigate the relationship between the contributions students make to the problem-based tutorial group process as observed by their peers, self-study time and achievement. To that end, the Maastricht Peer Activity Rating Scale was administered to students participating in Problem-Based Learning tutorial groups. With this rating scale students had to rate the constructive, collaborative and motivational activities of their peers within the tutorial group. In addition, time spent on self-study was measured with a self-estimation method and achievement was measured with a unit test and a group assignment. A causal model of these variables was developed, in which the three types of activities were assumed to affect time spent on self-study, which would in turn affect unit test scores and group assignment scores. A structural equation modeling analysis indicated acceptable model fit. Especially apparent was the evidence for the causal relations between a student's constructive activities and his/her unit test score and between a student's collaborative activities and the group assignment score. On the other hand, time spent on self-study was not affected by the students' contributions, nor did it have an effect on the unit test score. These results suggest that there are indeed causal relations between a student's contributions to the tutorial group process and achievement.

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Section: Discussionmentioning

confidence: 99%

Section: Peer Evaluationsmentioning

confidence: 99%

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The relationship between students’ small group activities, time spent on self-study, and achievement

et al. 2012

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“…Aunque hay evidencias de que la evaluación del ABP es más dificultosa (Smits et al, 2002), ciertos estudios han mostrado la confiabilidad de la evaluación realizada por los propios compañeros (Kamp et al, 2011). Hay que planificar mejor si queremos modificar conocimientos y actitudes, pero sigue habiendo resultados contradictorios en áreas como medicina, que muestran que las diferencias de rendimiento fueron mínimas en el periodo de residencia entre ABP y método tradicional (Distlehorst et al, 2009).…”

Section: Discussionunclassified

Aprendizaje Basado en Problemas: Seminario Integrado en el Grado de Enfermería

et al. 2011

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* Autor a quien debe ser dirigida la correspondenciaRecibido Mar. 29, 2011; Aceptado Abr. 28, 2011; Versión final recibida May.02, 2011 Resumen Este trabajo presenta y analiza las experiencias del alumnado en el desarrollo de un seminario integrado, mediante la metodología denominada Aprendizaje Basado en Problemas (ABP). La experiencia se realiza en asignaturas de enfermería de la Facultad de Ciencias de la Salud de la Universidad de Almería en España. El estudio se basa en la Teoría Fundamentada en Datos que emplea el método inductivo para descubrir teorías, conceptos e hipótesis, partiendo directamente de los datos. La integración teoría-práctica, el aprendizaje colaborativo y la relevancia de los tutores, son los aspectos más valorados, aunque también surgen opiniones discrepantes sobre su utilidad en la adquisición de ciertas competencias. La experiencia es altamente positiva pero se requiere una planificación más profunda, previa a la puesta en práctica de nuevas metodologías de enseñanza y evaluación como el ABP. Palabras clave: aprendizaje basado en problemas, conocimiento crítico, métodos de enseñanza, enfermería Problem Based Learning: Integrated Seminar in Nursing Degree AbstractThis study presents and analyzes the experiences of students in the development of an integrated seminar by a methodology called Problem Based Learning (PBL). This experience is carried out by nursing students of the Faculty of Health Sciences at the University of Almeria (Spain). The study was based on Grounded Theory which uses the inductive method for discovering theories, concepts and hypotheses starting directly from the data. The integration of theory and practice, collaborative learning and the relevance of the tutors are the most valued, but divergent views also arise about its utility in the acquisition of certain competences. The experience is very positive but a deeper planning is required before the implementation of new teaching methodologies and assessment such as PBL.

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“…PBL is defined as a form of learning that involves small groups of six to ten learners working together in teams to comprehend and resolve a situation derived from a scenario. [7] Context-based learning (CBL) is a version of PBL which involves small groups of 10 to 14 students working with a faculty tutor to discuss situations that nurses typically encounter in practice. [8] CBL is based on the assumption that nursing is holistic and nurses appreciate the life context of their patients in providing care either in assisting people who are experiencing health problems or providing health promotion programs to enable patients to maintain their wellness.…”

Section: Introductionmentioning

confidence: 99%

Nursing faculty and student transition to a context–based learning curriculum

Puplampu

Ross

2017

JNEP

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Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students' perception about their transition to CBL. Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses. Results: Five themes emerged from the students' data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL. Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

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Can students adequately evaluate the activities of their peers in PBL?

Abstract: The results prove that peers are able to provide reliable and valid information about a student's active participation in the tutorial group, if at least four peer ratings are attainable, out of a group of eight students. In conclusion, the M-PARS is a valid and reliable instrument.

Cited by 24 publications

References 23 publications

The relationship between students’ small group activities, time spent on self-study, and achievement

The relationship between students’ small group activities, time spent on self-study, and achievement

Aprendizaje Basado en Problemas: Seminario Integrado en el Grado de Enfermería

Nursing faculty and student transition to a context–based learning curriculum

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