Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia

Abstract

PurposePeer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner’s level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups.MethodsA cross-sectional study design was used. Year 2 osteopathy students (n= 86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups.ResultsYear 2 students (n= 9), NPs (n= 3), and faculty (n= 5) were recruited. Correlations between self and peer (r= 0.38) and self and faculty (r= 0.43) marks were moderate. A weak correlation was observed between self and NP marks (r= 0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade.ConclusionFraming peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students’ self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.

Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement

“…The finding of negative perceptions towards peer assessment aligns with previous findings in osteopathic education (Fitzgerald & Vaughan, 2018). This suggests that curriculaembedded efforts to socialise the participants into discipline practices of self and peer evaluation are insufficient.…”

“…Since benefits from peer assessment accrue for both parties, learners should be able to benefit from participation (Yu et al, 2011). Previous investigation of attitudes towards peer assessment in an osteopathy student cohort demonstrated mixed views towards the use of peer marking (Fitzgerald & Vaughan, 2018), and this warrants further investigation.…”

History and physical exam: a retrospective analysis of a clinical opportunity

“…Ensuring that these additional sessions are valuable by collecting and sharing feedback from all parties is positively associated with increased participation. Faculty need to know their commitment is relevant, appreciated and utilized by learners to enhance their medical learning [ 24 ].…”