Undergraduate medical student attitudes to the peer assessment of professional behaviours in two medical schools

Garner, Jayne; McKendree, Jean; O’Sullivan, Helen; Taylor, David

doi:10.1080/14739879.2010.11493873

Cited by 21 publications

(33 citation statements)

References 8 publications

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“…7,8,[10][11] Anonymity appears to be a factor that promotes students' comfort with providing and/or receiving peer feedback. [5][6][7]9,11 The students in our study seemed conflicted as to whether having a preexisting friendship with their partner(s) helped them to complete and/or receive peer assessment (13.1% found it very helpful, 24.4% found it helpful, 12.5% found it somewhat helpful, and 20.6% found it not helpful). A 2007 study found that medical students believed that reporting a peer's behavior would "somewhat encourage" disruption of their relationship.…”

Section: Discussionmentioning

confidence: 86%

“…Other previously published studies surveyed medical students, undergraduate pharmacy students (ie, pre-professional year), or pharmacy students on inter-group peer assessment in a PBL setting. [5][6][7][8][9][10][11] Additionally, this survey instrument asked students to indicate how much certain factors affected their attitudes towards completing and/or receiving peer feedback.…”

Section: Discussionmentioning

confidence: 99%

“…4 Numerous studies on the use of peer assessment in the academic setting have been conducted in doctor of medicine programs. [5][6][7][8][9] However, little information in this area is available about doctor of pharmacy (PharmD) programs. Kritikos and colleagues assessed the use of intergroup peer assessment in a problem-based learning (PBL) bachelor of pharmacy (BPharm) program at the University of Sydney, Australia.…”

Section: Introductionmentioning

confidence: 99%

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Pharmacy Students’ Perceptions of and Attitudes Towards Peer Assessment Within a Drug Literature Evaluation Course

Davison

Sheehan

2012

American Journal of Pharmaceutical Education

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Objective. To assess pharmacy students' perceptions of and attitudes towards the use of peer assessment within a drug literature evaluation course. Methods. A 15-item, electronic survey instrument was sent to 158 second-year pharmacy students enrolled in a 2-credit required literature evaluation course at the Purdue University College of Pharmacy. Results. One hundred fifty-two (96.2%) responses were received. Approximately 95% of students agreed that they had the necessary skills to assess their peers and 91.8% agreed that their peers possessed these skills as well. More students agreed they were comfortable receiving feedback from peers (95.7%) than agreed they were comfortable providing feedback to peers (80%). The majority of students (91.9%) agreed that peer assessment was a skill they will use in their career as a pharmacist. Conclusion. Students were more comfortable receiving feedback from peers than providing peer assessment. This skill is used by pharmacists throughout their career; therefore, students should become familiar and comfortable with the peer assessment process.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pharmacy Students’ Perceptions of and Attitudes Towards Peer Assessment Within a Drug Literature Evaluation Course

Davison

Sheehan

2012

American Journal of Pharmaceutical Education

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“…To engage students further in their learning, educators may set up roles as peer reviewers so that students are provided with opportunities to develop evaluative skills and to take responsibility to provide feedback on peers. Numerous studies have highlighted the positive effect of peer assessment, such as motivating students to impress their peers, increased transparency of the marking process, improved confidence in preparing the assignments autonomously, improved student accountability, enhanced learning through receiving quality feedback and improved professional performance (Adediwura 2012;Garner et al 2010;McLaughlin and Simpson 2004;Morris 2001;Schönrock-Adema et al 2007;Smith, Cooper, and Lancaster 2002).…”

Section: Introductionmentioning

confidence: 98%

Outcomes of synergetic peer assessment: first-year experience

Hodgson

Chan

Liu

2013

Assessment & Evaluation in Higher Education

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Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher's input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semistructured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer's direct guidance.

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“…15 In support of this, Garner et al investigated medical students' views on PA and found that students were generally positive about the usefulness of PA for their formative learning. 16 Data from both the current study and the literature therefore clearly demonstrate that PA plays an important role in promoting self-directed learning among students.…”

Section: Problem Analysismentioning

confidence: 82%

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

Tayem

James

Khaja

et al. 2015

Sultan Qaboos Univ Med J

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Objectives: Peer assessment (PA) is believed to support learning and help students develop both professionally and personally. The aim of this study was to examine medical students' perceptions of intragroup PA in a problem-based learning (PBL) setting. Methods: This study was carried out between September and November 2014 and involved six random groups of fourth-year undergraduate medical students (n = 60) enrolled at the Arabian Gulf University in Manama, Bahrain. While working on set tasks within a curriculum unit, each student evaluated a randomly selected peer using an English language adapted assessment tool to measure responsibility and respect, information processing, critical analysis, interaction and collaborative skills. At the end of the unit, students' perceptions of PA were identified using a specifically-designed voluntary and anonymous selfadministered questionnaire in English. Results: A total of 55 students participated in the study (response rate: 92%). The majority of students reported that their learning (60%), attendance (67%), respect towards group members (70%) and participation in group discussions (71%) improved as a result of PA. Regarding problem analysis skills, most participants believed that PA improved their ability to analyse problems (65%), identify learning needs (64%), fulfil tasks related to the analysis of learning needs (72%) and share knowledge within their group (74%). Lastly, a large proportion of students reported that this form of assessment helped them develop their communication (71%) and self-assessment skills (73%), as well as collaborative abilities (75%). Conclusion: PA was well accepted by the students in this cohort and led to self-reported improvements in learning, skills, attitudes, engagement and other indicators of personal and professional development. PA was also perceived to have a positive impact on intragroup attitudes.

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Undergraduate medical student attitudes to the peer assessment of professional behaviours in two medical schools

Cited by 21 publications

References 8 publications

Pharmacy Students’ Perceptions of and Attitudes Towards Peer Assessment Within a Drug Literature Evaluation Course

Pharmacy Students’ Perceptions of and Attitudes Towards Peer Assessment Within a Drug Literature Evaluation Course

Outcomes of synergetic peer assessment: first-year experience

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

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