Fostering dental students' academic achievements and reflection skills through clinical peer assessment and feedback

Journal of Dental Education

Volumn 80, Issue 8, 2016, Pages 914-923

  Tricio, Jorge A ^a,b   Woolford, Mark J ^a,b   Escudier, Michael P ^b,c  

^a UNIVERSIDAD DE LOS ANDES   (Chile)

^b KING'S COLLEGE LONDON   (United Kingdom)

^c Department of Clinical and Diagnostic Sciences ^*  (United Kingdom)

Author keywords

Assessment; Dental education; Peer assessment; Reflection

Indexed keywords

COLLEGE; DENTAL EDUCATION; DENTAL STUDENT; EFFECT SIZE; ENGLAND; HUMAN; MAJOR CLINICAL STUDY; PARTICIPANT OBSERVATION; QUESTIONNAIRE; SKILL; THINKING; TOOTH; VOLUNTEER; CONSTRUCTIVE FEEDBACK; EDUCATION; EDUCATIONAL STATUS; FEMALE; MALE; PEER GROUP; PROCEDURES; PSYCHOLOGY; STANDARDS; YOUNG ADULT; ADULT; ARTICLE; CLINICAL ASSESSMENT; HUMAN EXPERIMENT;

EDUCATION, DENTAL; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEMALE; FORMATIVE FEEDBACK; HUMANS; LONDON; MALE; PEER GROUP; SCHOOLS, DENTAL; STUDENTS, DENTAL; YOUNG ADULT;

EID: 84980324157     PISSN: 00220337     EISSN: 19307837     Source Type: Journal    
DOI: None     Document Type: Article

References (47)

1. Driessen E, Scheele F. What is wrong with assessment in postgraduate training? Lessons from clinical practice and educational research. Med Teach 2013; 35(7):569-74.
2. Quantrill S, Tun J. Workplace-based assessment as an educational tool: guide supplement 31.5, viewpoint 1. Med Teach 2012; 34(5):417-8.
3. Spencer J. Learning and teaching in the clinical environment. Br Med J 2003; 326(7389):591-4.
4. Plasschaert A, Manogue M, Lindh C, et al. Curriculum content, structure, and ECTS for European dental schools. Part II: methods of learning and teaching, assessment procedures, and performance criteria. Eur J Dent Educ 2007; 11(3):125-36.
5. Kramer G, Albino J, Andrieu S, et al. Dental student assessment toolbox. J Dent Educ 2009; 73(1):12-35.
6. Topping K. Peer assessment between students in colleges and universities. Rev Educ Res 1998; 68(3):249-76.
7. Norcini J. Peer assessment of competence. Med Educ 2003; 37(6):539-43.
8. Boud D, Falchikov N. Rethinking assessment in higher education: learning for the longer term. Oxon, UK: Taylor and Francis, 2007.
9. Falchikov N, Goldfinch J. Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks. Rev Educ Res 2000; 70(3):287-322.
10. Sargeant J, McNaughton E, Mercer S, et al. Providing feedback: exploring a model (emotion, content, outcomes) for facilitating multisource feedback. Med Teach 2011; 33(9):744-9.
11. Falchikov N. Peer feedback marking: developing peer assessment. Innov Educ Train Int 1995; 32(2):175-87.
12. McCormack W, Lazarus C, Stern D, Small P Jr. Peer nomination: a tool for identifying medical student exemplars in clinical competence and caring, evaluated at three medical schools. Acad Med 2007; 82(11):1033-9.
13. McDonald B. Improving learning through meta assessment. Active Learn Higher Educ 2010; 11(2):119-29.
14. Shumway J, Harden R. AMEE guide no. 25: the assessment of learning outcomes for the competent and reflective physician. Med Teach 2003; 25(6):569-84.
15. Evans A, Leeson R, Petrie A. Reliability of peer and self-assessment scores compared with trainers' scores following third molar surgery. Med Educ 2007; 41(9): 866-72.
16. Ali K, Heffernan E, Lambe P, Coombes L. Use of peer assessment in tooth extraction competence. Eur J Dent Educ 2014; 18(1):44-50.
17. Tricio J, Woolford M, Thomas M, et al. Dental students' peer assessment: a prospective pilot study. Eur J Dent Educ 2015; 19(3):140-8.
18. Kluger A, DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull 1996; 119(2):254-84.
19. Finn G, Garner J. Twelve tips for implementing a successful peer assessment. Med Teach 2011; 33(6):443-6.
20. Epstein R. Assessment in medical education. N Engl J Med 2007; 356(4):387-96.
21. Miller A, Archer J. Impact of workplace-based assessment on doctors' education and performance: a systematic review. Br Med J 2010; 341(24):c5064.
22. Beard J, O'Sullivan P, Palmer B, et al. Peer-assisted learning in surgical skills laboratory training: a pilot study. Med Teach 2012; 34(11):957-9.
23. Kember D, Leung D, Jones A, et al. Development of a questionnaire to measure the level of reflective thinking. Assess Eval High Educ 2000; 25(4):381-95.
24. Cronbach L, Shavelson R. My current thoughts on coefficient alpha and successor procedures. Educ Psychol Meas 2004; 64(3):391-418.
25. Hojat M, Xu G. A visitor's guide to effect sizes: statistical significance versus practical (clinical) importance of research findings. Adv Health Sci Educ 2004; 9(3):241-9.
26. Hattie J. Visible learning for teachers: maximizing impact on learning. Oxon, UK: Routledge, 2012.
27. Hattie J, Timperley H. The power of feedback. Rev Educ Res 2007; 77(1):81-112.
28. Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE guide no. 31. Med Teach 2007; 29(9):855-71.
29. Beard J, Marriott J, Purdie H, Crossley J. Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology. Health Technol Assess 2011; 15(1):1-168.
30. Kember D, McKay J, Sinclair K, Wong F. A four-category scheme for coding and assessing the level of reflection in written work. Assess Eval High Educ 2008; 33(4):369-79.
31. Biggs J, Tang C. Teaching for quality learning at university. 4th ed. Maidenhead, Berkshire, UK: McGraw-Hill, 2011.
32. Cushing A, Abbott S, Lothian D, et al. Peer feedback as an aid to learning: what do we want? feedback; when do we want it? now! Med Teach 2011; 33(2):e105-12.
33. Dochy F, Segers M, Sluijsmans D. The use of self-, peer, and co-assessment in higher education: a review. Stud Higher Educ 1999; 24(3):331-50.
34. Liu NF, Carless D. Peer feedback: the learning element of peer assessment. Teach Higher Educ 2006; 11(3):279-90.
35. Williams R, Klamen D, McGaghie W. Cognitive, social, and environmental sources of bias in clinical performance ratings. Teach Learn Med 2003; 15(4):270-92.
36. Nicol D, Macfarlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Educ 2006; 31(2): 199-218.
37. Kamp R, Dolmans D, Berkel H, Schmidt H. The effect of midterm peer feedback on student functioning in problem based tutorials. Adv Health Sci Educ 2013; 18(2):199-213.
38. Mezirow J. Transformative dimensions of adult learning. San Francisco: Jossey-Bass, 1991.
39. Tricio J, Woolford M, Escudier M. Dental students' reflective habits: is there a relation with their academic achievements? Eur J Dent Educ 2015; 19(2):113-21.
40. Kolb D. Experiential learning: experience as the source of learning and development. Upper Saddle River, NJ: Prentice-Hall, 1984.
41. Dewey J. Experience and education. New York: Touchstone, 1938.
42. Dennick R. Twelve tips for incorporating educational theory into teaching practices. Med Teach 2012; 34(8): 618-24.
43. Miettinen R. The concept of experiential learning and John Dewey's theory of reflective thought and action. Int J Lifelong Educ 2000; 19(1):54-72.
44. Stocker M, Burmester M, Allen M. Optimization of simulated team training through the application of learning theories: a debate for a conceptual framework. BMC Med Educ 2014; 14(69):1-9.
45. Veloski J, Boex J, Grasberger M, et al. Systematic review of the literature on assessment, feedback, and physicians' clinical performance: BEME guide no. 7. Med Teach 2006; 28(2):117-28.
46. Coomarasamy A, Khan K. What is the evidence that postgraduate teaching in evidence-based medicine changes anything? A systematic review. Br Med J 2004; 329(7473):1017.
47. Haden N, Hendricson W, Kassebaum D, et al. Curriculum change in dental education, 2003-09. J Dent Educ 2010; 74(5):539-57.