Lauren J Germain1, Hsin H Li2, Amen Wiqas3, Lauren Zahn4, Telisa M Stewart5, Travis R Hobart6, Amy E Caruso Brown7. 1. Office of Evaluation, Assessment and Research, SUNY Upstate Medical University, Syracuse, NY | Department of Public Health and Preventive Medicine, SUNY Upstate Medical University, Syracuse, NY. 2. Garnet Health Medical Center, Middletown, NY. 3. SUNY Upstate Medical University, Syracuse, NY. 4. Center for Bioethics and Humanities, SUNY Upstate Medical University, Syracuse, NY. 5. Department of Public Health & Preventive Medicine, Department of Urology, and Department of Geriatrics, State University of New York Upstate Medical University, Syracuse, NY. 6. Department of Public Health and Preventive Medicine, SUNY Upstate Medical University, Syracuse, NY | Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY. 7. Center for Bioethics and Humanities, SUNY Upstate Medical University, Syracuse, NY | Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY.
Abstract
INTRODUCTION: While studies report positive correlations between students' perceptions of the learning environment and their reported self-efficacy, the role of peer assessment is poorly understood in this context. This study examines the process and impact of peer assessment on self-efficacy and perceptions of the learning environment during a small-group discussion-based course required of first-year medical students. METHODS: After spending time in small-group learning, students completed three peer assessments and reviewed three assessments of themselves. Analysis of the peer assessments included thematic coding of comments and word counts. Prior to and following the assessment period, students completed a survey including the Generalized Self-efficacy (GSE) Scale, and six locally-developed questions regarding the learning environment and perceptions of peer assessment. We performed paired-sample t tests to determine whether there were differences between the pre- and post-peer assessment surveys. The SUNY Upstate Institutional Review Board reviewed the study and determined it to be exempt. RESULTS: Peer assessment narratives referred most commonly to students' participation style and the need for greater participation. Word counts ranged widely. A paired sample t test indicated that the difference between pre and post peer assessment GSE scores was significant (P=.009), but the effect size was small (d=0.32). Perceptions of the learning environment did not change after the peer assessments. CONCLUSION: Peer assessment offers a potential strategy for enhancing self-efficacy in medical school small-group learning environments and requires few resources to implement, relative to the potential benefits.
INTRODUCTION: While studies report positive correlations between students' perceptions of the learning environment and their reported self-efficacy, the role of peer assessment is poorly understood in this context. This study examines the process and impact of peer assessment on self-efficacy and perceptions of the learning environment during a small-group discussion-based course required of first-year medical students. METHODS: After spending time in small-group learning, students completed three peer assessments and reviewed three assessments of themselves. Analysis of the peer assessments included thematic coding of comments and word counts. Prior to and following the assessment period, students completed a survey including the Generalized Self-efficacy (GSE) Scale, and six locally-developed questions regarding the learning environment and perceptions of peer assessment. We performed paired-sample t tests to determine whether there were differences between the pre- and post-peer assessment surveys. The SUNY Upstate Institutional Review Board reviewed the study and determined it to be exempt. RESULTS: Peer assessment narratives referred most commonly to students' participation style and the need for greater participation. Word counts ranged widely. A paired sample t test indicated that the difference between pre and post peer assessment GSE scores was significant (P=.009), but the effect size was small (d=0.32). Perceptions of the learning environment did not change after the peer assessments. CONCLUSION: Peer assessment offers a potential strategy for enhancing self-efficacy in medical school small-group learning environments and requires few resources to implement, relative to the potential benefits.
Authors: Anthony R Artino; Ting Dong; Kent J DeZee; William R Gilliland; Donna M Waechter; David F Cruess; Steven J Durning Journal: Mil Med Date: 2012-09 Impact factor: 1.437