Diagnostic radiography students' perceptions of formative peer assessment within a radiographic technique module

Elshami, Wiam; Abdalla, Mohamed Elhassan

doi:10.1016/j.radi.2016.06.001

Cited by 19 publications

(21 citation statements)

References 39 publications

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“…The statement is supported by a previous study that states students are not prepared to conduct peer assessment [7]. In addition, they are worried that their opinions expressed during peer assessment might be used by other students, and some students might not be serious in conducting peer assessment [8]. Some researchers found that there is a problem in controlling the cost of conducting peer assessment, and there is a lack of trust in peer assessment [9].…”

Section: Ethicsmentioning

confidence: 83%

Exploring the Elements of Integrity in Peer Assessment

Abidin

Masek

Faiz

et al. 2018

MATEC Web of Conferences

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Abstract. Peer assessment is one of the best methods to evaluate group work of students. However, integrity of students as assessors is still questionable. Hence, the purpose of this study is to explore the elements of students' integrity in carrying peer assessment. The qualitative approach using the document analysis and interviews is used to explore the elements of integrity in peer assessment. In an effort to increase the acceptance of this evaluation approach, the results show that the student's integrity in conducting peer assessment consists of three elements, which are self-integrity, integrity in social interaction and work commitment.

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Section: Ethicsmentioning

confidence: 83%

Exploring the Elements of Integrity in Peer Assessment

Abidin

Masek

Faiz

et al. 2018

MATEC Web of Conferences

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“…80 Randomisation can help in PA, but it does not guarantee that immature students will conduct fair PA. 80 PA is a useful formative assessment tool and can be good or bad depending upon how it is conducted. 86 …”

Section: Discussionmentioning

confidence: 99%

Peer assessment in health professions education

2020

JETHS

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Objectives: The aim of this review is to appraise the available literature on peer assessment, its implementation, students' perceptions and its strengths and limitations. Materials and Methods: A search was prospectively designed to locate the literature relevant to achieving the aims of the review. A pilot review was conducted to ascertain the volume of literature. A wide range of closely related search terms was utilised and combined. Results: Results of the review show that peer assessment is a valuable experience, and most students enjoy the peer assessment process. The mutual process of peer assessment has a positive impact on students' learning; it allows students to evaluate themselves, comment on each other's work and develop more detailed knowledge. It motivates them to achieve better learning outcomes, promotes self-awareness and increases confidence. Students' involvement in the assessment process supports their learning and encourages reflection. Peer assessment improves clinical performance, as it develops critical thinking and problemsolving skills, encourages self-assessment and promotes reflective practice. Conclusions: Similar to all assessment methods, peer assessment has advantages and drawbacks. Concerns about the reliability and validity of peer assessment are raised in the literature. To overcome these drawbacks, authors recommend double marking by faculty members, multiple peer assessors, and clear grading criteria. Furthermore, providing written feedback rather than grades, as well as ensuring anonymity, are recommended in the peer assessment process to ensure a safe environment that can promote students' comfort. Nevertheless, student support throughout the peer assessment process is important for proper implementation.Keywords: Peer assessment, Peer assessment implementation, Assessment in health professions education. IntroductionThe purpose of curricula is to ensure that students study and learn well.1 Evaluations of learning and its quality are functions of the assessment process, which involves collecting and evaluating information to measure students' progress.2,3 Assessment is considered a pivotal element of the curriculum, and it directs and influences learning. Moreover, assessment motivates students and promotes the higher order of thinking skills through testing, measuring and providing feedback.

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“…At the studied institution, in consultation with the local medicine didactics organ, it appeared to be useful to orient teaching toward concrete clinical conditions and needs. Although publications on teaching radiology which go beyond an interdisciplinary approach while involving anatomy are only available in comparatively small number, such studies particularly found positive effects of interactive case-based learning and e-learning [3,4] as well as peer-to-peer feedback [5]. In the new format, targeted communication [24,25] takes place in several phases during the face-to-face time.…”

Section: Discussionmentioning

confidence: 99%

“…The third step of the approach in which students direct the instructors who respond accordingly can be only somewhat reproduced. Feedback tries to compensate for this, provides additional activity, supports the estimation by the students, enforces repetition of core content while allowing learning from observable errors [5,16,26]. The online follow-up work offers more depth with alternative case examples.…”

Section: Discussionmentioning

confidence: 99%

“…In consultation with the local medicine didactics organ, it appeared to be useful to orient teaching toward concrete clinical conditions and needs. Earlier publications have supported this and particularly report the success using interactive, case-based learning and e-learning [3,4] as well as peer-to-peer feedback [5]. The following uses terminology relating to medicine didactics, therefore refer to ▶ Table 1 for a short overview.…”

Section: Introductionmentioning

confidence: 95%

See 1 more Smart Citation

Improvement of Radiological Teaching – Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge

Wirth

William

Paolini

et al. 2017

Fortschr Röntgenstr

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ABSTR AC TPurpose Based on evaluation and examination results of students, a necessity for improvement of so far purely instructorbased radiological teaching at the local institution was determined. Aim of our study was to use one out of eight seminars to exemplify adaptation of the teaching concept according to learning theory knowledge, to determine the resulting effects and to interpret them. Materials and methodsThe institutional review board approved the prospective study of the seminar conversion, which was performed after the end of the winter semester 2015/2016. Didactically, this included a course split into online preparation, attendance phase and online follow-up with integration of interactive scaffolding, practice-oriented clinical teaching according to Stanford, Peyton skills transfer and extensive feedback into the attendance phase. At the beginning and at the end of each course, each student filled in identical, standardized questionnaires (n = 256 before and after conversion) using a 5-point Likert scale (1: very good; to 5: deficient) and additionally answered two randomly chosen written examination questions from a content-adapted questionnaire pool of the last five years. For statistical evaluation, the Mann-Whitney U-Test was used for evaluation data and Fisher's Exact test for exam questions.Results Before/after conversion, the subjective total evaluation score of students was 3.22 (mean value) ± 1.51 (standard deviation) / 1.66 ± 0.78 (p < 0.001) and the objective proportion of correctly answered examination questions in the respective cohort at the beginning of the seminar 37.7/ 53.9 % and at the end of the seminar 55.1/84.6 % (p < 0.001). ConclusionThe conversion of the test seminar resulted in both a better evaluation of the teaching unit by the students (evaluation) and a considerably higher rate of correctly answered examination questions from past state examinations (learning success). This supports transferring the concept to comparable teaching units. Ergebnisse Vor/nach Umstellung betrug die subjektive studentische Gesamtbewertung 3,22 (Mittelwert) ± 1,51 (Standardabweichung) / 1,66 ± 0,78 (p < 0,001) und der objektive Anteil korrekt beantworteter Prüfungsfragen in der jeweiligen Kohorte zu Beginn des Seminars 37,7/53,9 % sowie am Ende des Seminars 55,1/84,6 % (p jeweils < 0,001).

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Diagnostic radiography students' perceptions of formative peer assessment within a radiographic technique module

Cited by 19 publications

References 39 publications

Exploring the Elements of Integrity in Peer Assessment

Exploring the Elements of Integrity in Peer Assessment

Peer assessment in health professions education

Improvement of Radiological Teaching – Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge

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