Peer review in team-based learning: influencing feedback literacy

Abstract

Background Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’. Methods Year 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors. Results Students demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback. Conclusions To increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training.

Adapting Team-Based Learning for an Online Biochemistry Course

“…TBL is a student-centered, research-based instructional practice (RBIP) that has been implemented in a variety of courses, disciplines, and contexts, − but few of the published accounts of TBL describe online implementation. The extensive research on TBL in F2F contexts aided in identifying the critical components of the approach, which, in turn, made it easier to identify ways to adapt TBL for the online environment without sacrificing fidelity.…”

Leadership behaviours in interprofessional student teamwork

“…A recent study on peer review using a specific rubric to assess the quality of medical student peer feedback during a team exercise highlighted the need for training in this area. Common breaches in professional feedback included ‘cutting and pasting’, as well as banal feedback [ 28 ]. This study found that while students were comfortable identifying positive learning behaviours of their peers, they were less able to identify needs for improvement (gap) and detail a plan for improvement (action) [ 28 ].…”

“…Common breaches in professional feedback included ‘cutting and pasting’, as well as banal feedback [ 28 ]. This study found that while students were comfortable identifying positive learning behaviours of their peers, they were less able to identify needs for improvement (gap) and detail a plan for improvement (action) [ 28 ].…”

A Case Study of Team-Based Learning for Evolutionary Biology Classes in Biology Majors

“…The real challenge lies in two non-structural, albeit structurally contingent, goals: achieving a real improvement process with all teams and, with it, make the TBL strategy an efficient passage for the mastery of course contents by all students. Student accountability is argued as a very important means to achieve this (Michaelsen & Sweet, 2008a, 2008b, 2011Michaelsen, 1992;Burgess et al, 2021), hence the worthiness of peer evaluation in succeeding with TBL.…”

“…Moreover, the exam results did not reflect a stimulus to performance by the TBL sessions: in 2016 the students did not invest their time in preparing for the exam, and in 2017 and 2018 only a minority completed the continuous assessment option. Peer evaluation is instrumental in making students individually accountable within the TBL strategy (Michaelsen & Sweet, 2008a, 2008b, 2011Michaelsen, 1992;Burgess et al 2021) and is not properly replaced by complementary evaluations. Thus, it is an essential part of a skillful fashioning of team composition to scatter students that are judged likely to become absentees in order to minimize the possibility of some teams being hurt by such behavior more than others.…”