Peer assessment of professional behaviours in problem-based learning groups

Medical Education

Volumn 51, Issue 4, 2017, Pages 390-400

  Roberts, Chris ^a   Jorm, Christine ^a   Gentilcore, Stacey ^a   Crossley, Jim ^b  

^a UNIVERSITY OF SYDNEY   (Australia)

^b UNIVERSITY OF SHEFFIELD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

CASE REPORT; DECISION MAKING; HEALTH PRACTITIONER; HUMAN; PROBLEM BASED LEARNING; RELIABILITY; STUDENT; UNIVERSITY; EDUCATION; FEEDBACK SYSTEM; LEARNING; MEDICAL EDUCATION; PEER GROUP; PEER REVIEW; PROCEDURES; PROFESSIONALISM; REPRODUCIBILITY; TEACHING;

EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FEEDBACK; HUMANS; LEARNING; PEER GROUP; PEER REVIEW; PROBLEM-BASED LEARNING; PROFESSIONALISM; REPRODUCIBILITY OF RESULTS; TEACHING;

EID: 85015200105     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.13151     Document Type: Article

References (43)

1. Arnold L, Shue CK, Kritt B, Ginsburg S, Stern DT. Medical students’ views on peer assessment of professionalism. J Gen Intern Med 2005;20 (9):819–24.
2. Eva KW. Assessing tutorial-based assessment. Adv Health Sci Educ Theory Pract 2001;6 (3):243–57.
3. Papinczak T, Young L, Groves M, Haynes M. An analysis of peer, self, and tutor assessment in problem-based learning tutorials. Med Teach 2007;29 (5):e122–32.
4. Kamp RJA, Dolmans DHJM, van Berkel HJM, Schmidt HG. Can students adequately evaluate the activities of their peers in PBL? Med Teach 2011;33 (2):145–50.
5. van Mook WNKA, de Grave WS, Huijssen-Huisman E, de Witt-Luth M, Dolmans DHJM, Muijtjens AMM, Schuwirth LW, van der Vleuten CPM. Factors inhibiting assessment of students’ professional behaviour in the tutorial group during problem-based learning. Med Educ 2007;41 (9):849–56.
6. Arnold L, Shue CK, Kalishman S, Prislin M, Pohl C, Pohl H, Stern DT. Can there be a single system for peer assessment of professionalism among medical students? A multi-institutional study. Acad Med 2007;82 (6):578–86.
7. Nofziger A, Naumburg E, Davis B, Mooney C, Epstein R. Impact of peer assessment on the professional development of medical students: a qualitative study. Acad Med 2010;85 (1):140–7.
8. Kamp RA, Dolmans DJM, van Berkel HM, Schmidt H. The effect of midterm peer feedback on student functioning in problem-based tutorials. Adv Health Sci Educ Theory Pract 2013;18 (2):199–213.
9. Shue C, Arnold L, Stern D. Maximising participation in peer assessment of professionalism: the students speak. Acad Med 2005;80 (10 Suppl):1–5.
10. Boud D, Molloy E. Rethinking models of feedback for learning: the challenge of design. Assess Eval High Educ 2013;38 (6):698–712.
11. Abdulla A. A critical analysis of mini peer assessment tool (mini-PAT). J R Soc Med 2008;101 (1):22–6.
12. Hawkins R, Katsufrakis P, Holtman M, Clauser B. Assessment of medical professionalism: who, what, when, where, how, and. why? Med Teach 2009;31 (4):348–61.
13. Lockyer J. Multisource (360 degree) Feedback and the Assessment of ACGME Competencies for Emergency Medicine Residents. Calgary, AB: Faculty of Medicine, University of Calgary 2010.
14. Zhao Y, Zhang X, Chang Q, Sun B. Psychometric characteristics of the 360° feedback scales in professionalism and interpersonal and communication skills assessment of surgery residents in China. J Surg Educ 2013;70 (5):628–35.
15. Miller A, Archer J. Impact of workplace based assessment on doctors’ education and performance: a systematic review. BMJ 2010;341:c5464.
16. Papadakis MA, Hodgson CS, Teherani A, Kohatsu ND. Unprofessional behaviour in medical school is associated with subsequent disciplinary action by a state medical board. Acad Med 2004;79 (3):244–9.
17. Rees C, Shepherd M. The acceptability of 360-degree judgements as a method of assessing undergraduate medical students’ personal and professional behaviours. Med Educ 2005;39 (1):49–57.
18. Lee K-L, Tsai S-L, Chiu Y-T, Ho M-J. Can student self-ratings be compared with peer ratings? A study of measurement invariance of multisource feedback. Adv Health Sci Educ Theory Pract 2016;21 (2):403–13.
19. Sullivan ME, Hitchcock MA, Dunnington GL. Peer and self assessment during problem-based tutorials. Am J Surg 1999;177 (3):266–9.
20. van Mook WKA, Muijtjens AM, Gorter S, Zwaveling J, Schuwirth L, van der Vleuten CM. Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement? Adv Health Sci Educ Theory Pract 2012;17 (1):81–93.
21. Reiter HI, Eva KW, Hatala RM, Norman GR. Self and peer assessment in tutorials: application of a relative-ranking model. Acad Med 2002;77 (11):1134–9.
22. Cook DA, Brydges R, Ginsburg S, Hatala R. A contemporary approach to validity arguments: a practical guide to Kane's framework. Med Educ 2015;49 (6):560–75.
23. Crossley J, Russell J, Jolly B, Ricketts C, Roberts C, Schuwirth L, Norcini J. ‘I'm pickin’ up good regressions’: the governance of generalisability analyses. Med Educ 2007;41 (10):926–34.
24. Roberts C, Rothnie I, Zoanetti N, Crossley J. Should candidate scores be adjusted for interviewer stringency or leniency in the multiple mini-interview? Med Educ 2010;44 (7):690–8.
25. Field MJ, Sefton AJ. Computer-based management of content in planning a problem-based medical curriculum. Med Educ 1998;32 (2):163–71.
26. Hendry GD, Lyon PM, Prosser M, Sze D. Conceptions of problem-based learning: the perspectives of students entering a problem-based medical programme. Med Teach 2006;28 (6):573–5.
27. Langendyk V. Not knowing that they do not know: self-assessment accuracy of third-year medical students. Med Educ 2006;40 (2):173–9.
28. Epstein R. Learning from the problems of problem-based learning. BMC Med Educ 2004;4:1.
29. Khoiriyah U, Roberts C, Jorm C, van der Vleuten C. Enhancing students’ learning in problem-based learning: validation of a self-assessment scale for active learning and critical thinking. BMC Med Educ 2015;15:140.
30. Moust JHC, van Berkel HJM, Schmidt HG. Signs of erosion: reflections on three decades of problem-based learning at Maastricht University. High Educ 2005;50 (4):665–83.
31. Cronbach LJ, Glaser GC, Nanda H, Rajaratnam N. The Dependability of Behavioural Measurements: The Theory of Generalisability for Scores and Profiles. New York, NY: John Wiley 1972.
32. Brennan RL. The conventional wisdom about group mean scores. J Educ Meas 1995;32 (4):385–96.
33. Crossley J, Johnson G, Booth J, Wade W. Good questions, good answers: construct alignment improves the performance of workplace-based assessment scales. Med Educ 2011;45 (6):560–9.
34. Roberts C, Walton M, Rothnie I, Crossley J, Lyon P, Kumar K, Tiller D. Factors affecting the utility of the multiple mini-interview in selecting candidates for graduate-entry medical school. Med Educ 2008;42 (4):396–404.
35. Kamp RA, van Berkel HM, Popeijus H, Leppink J, Schmidt H, Dolmans DJM. Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement. Adv Health Sci Educ Theory Pract 2014;19 (1):53–69.
36. Zhang B, Johnston L, Kilic G. Assessing the reliability of self- and peer rating in student group work. Assess Eval High Educ 2008;33 (3):329–40.
37. van Zundert M, Sluijsmans D, van Merriënboer J. Effective peer assessment processes: research findings and future directions. Learn Instr 2010;20 (4):270–9.
38. Sluijsmans DMA, Brand-Gruwel S, van Merriënboer JJG. Peer assessment training in teacher education: effects on performance and perceptions. Assess Eval High Educ 2002;27 (5):443–54.
39. Crossley J, Jolly B. Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people. Med Educ 2012;46 (1):28–37.
40. Dolmans DHJM, Wolfhagen IHAP, van der Vleuten CPM, Wijnen WHFW. Solving problems with group work in problem-based learning: hold on to the philosophy. Med Educ 2001;35 (9):884–9.
41. Hendry GD. Tutors perception of dysfunctional behaviour in problem-based learning tutorial groups. HERSDA News 2002;24 (1):27–30.
42. Dolmans DHJM, de Grave W, Wolfhagen IHAP, van der Vleuten CPM. Problem-based learning: future challenges for educational practice and research. Med Educ 2005;39 (7):732–41.
43. de Grave WS, Dolmans DH, van der Vleuten CP. Student perspectives on critical incidents in the tutorial group. Adv Health Sci Educ Theory Pract 2002;7 (3):201–9.