Literature DB >> 16199444

Maximizing participation in peer assessment of professionalism: the students speak.

Carolyn K Shue1, Louise Arnold, David T Stern.   

Abstract

BACKGROUND: Medical students have unique information about peers' professionalism but are reluctant to share it through peer assessment.
METHOD: Students (231 of 375; 62%) in one school replied to a survey about whether various characteristics of peer assessment (e.g., who receives the assessment, its anonymity, implications for the classmate) would prevent or encourage their participation.
RESULTS: Sixty-six percent of the students agreed that there should be peer assessment of professionalism as long as the assessment reflected their preferences for how the assessment should take place. Some of their preferences included reporting unprofessional behavior to an impartial counselor, a 100% anonymous process, and having the classmate receive corrective instruction. Students across year levels generally agreed about the characteristics of peer assessment. Men and women disagreed about some characteristics.
CONCLUSION: Most students are willing to participate in peer assessment as long as their preferences are taken into consideration.

Entities:  

Mesh:

Year:  2005        PMID: 16199444     DOI: 10.1097/00001888-200510001-00004

Source DB:  PubMed          Journal:  Acad Med        ISSN: 1040-2446            Impact factor:   6.893


  4 in total

1.  Using Small Case-Based Learning Groups as a Setting for Teaching Medical Students How to Provide and Receive Peer Feedback.

Authors:  Emily C Bird; Neil Osheroff; Cathleen C Pettepher; William B Cutrer; Robert H Carnahan
Journal:  Med Sci Educ       Date:  2017-09-20

2.  Peer assessment of professionalism in undergraduate medical education.

Authors:  Vernon R Curran; Nicholas A Fairbridge; Diana Deacon
Journal:  BMC Med Educ       Date:  2020-12-11       Impact factor: 2.463

3.  A tool for self-assessment of communication skills and professionalism in residents.

Authors:  Andrew B Symons; Andrew Swanson; Denise McGuigan; Susan Orrange; Elie A Akl
Journal:  BMC Med Educ       Date:  2009-01-08       Impact factor: 2.463

4.  Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment.

Authors:  Marieke Kruidering-Hall; Patricia S O'Sullivan; Calvin L Chou
Journal:  J Gen Intern Med       Date:  2009-04-22       Impact factor: 5.128

  4 in total

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