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Van Meenen F, Coertjens L, Van Nes MC, Verschuren F. Peer overmarking and insufficient diagnosticity: the impact of the rating method for peer assessment. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1049-1066. [PMID: 35871407 DOI: 10.1007/s10459-022-10130-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 05/29/2022] [Indexed: 06/15/2023]
Abstract
The present study explores two rating methods for peer assessment (analytical rating using criteria and comparative judgement) in light of concurrent validity, reliability and insufficient diagnosticity (i.e. the degree to which substandard work is recognised by the peer raters). During a second-year undergraduate course, students wrote a one-page essay on an air pollutant. A first cohort (N = 260) relied on analytical rating using criteria to assess their peers' essays. A total of 1297 evaluations were made, and each essay received at least four peer ratings. Results indicate a small correlation between peer and teacher marks, and three essays of substandard quality were not recognised by the group of peer raters. A second cohort (N = 230) used comparative judgement. They completed 1289 comparisons, from which a rank order was calculated. Results suggest a large correlation between the university teacher marks and the peer scores and acceptable reliability of the rank order. In addition, the three essays of substandard quality were discerned as such by the group of peer raters. Although replication research is warranted, the results provide the first evidence that, when peer raters overmark and fail to identify substandard work using analytical rating with criteria, university teachers may consider changing the rating method of the peer assessment to comparative judgement.
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Affiliation(s)
- Florence Van Meenen
- Psychological Sciences Research Institute, Université catholique de Louvain, 10, Place Cardinal Mercier, 1348, Louvain-la-Neuve, Belgium.
| | - Liesje Coertjens
- Psychological Sciences Research Institute, Université catholique de Louvain, 10, Place Cardinal Mercier, 1348, Louvain-la-Neuve, Belgium
| | - Marie-Claire Van Nes
- Emergency Department, Cliniques Universitaires Saint-Luc, Institue of Experimental and Clinical Research IREC, Université catholique de Louvain, Brussels, Belgium
| | - Franck Verschuren
- Institute of Experimental and Clinical Research, Acute Medicine Department, Université catholique de Louvain, Brussels, Belgium
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Lockyer J, Sargeant J. Multisource feedback: an overview of its use and application as a formative assessment. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:30-35. [PMID: 36091727 PMCID: PMC9441111 DOI: 10.36834/cmej.73775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Multisource feedback (MSF), often termed 360-degree feedback, is a formative performance assessment in which data about an individual's observable workplace behaviors are collected through questionnaires from those interacting with the individual; data are aggregated for anonymity and confidentiality; the aggregated data, along with self-assessment if available, are provided to the individual; and the recipient meets with a trusted individual to review the data and develop an action plan. It is used along the continuum of medical education. This article provides an overview of MSF's utility, its evidence base and cautions.
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Affiliation(s)
- Jocelyn Lockyer
- Department of Community Health Sciences, Cumming School of Medicine, Alberta, Canada
| | - Joan Sargeant
- Continuing Professional Development and Medical Education, Faculty of Medicine, Dalhousie University, Nova Scotia, Canada
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Abstract
OBJECTIVES Formative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions. DESIGN A scoping review. DATA SOURCES Searches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct. ELIGIBILITY CRITERIA Studies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature. DATA EXTRACTIONS AND SYNTHESIS Out of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis. RESULT The critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning. CONCLUSION Healthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students' and teachers' experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.
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Affiliation(s)
- Marie Stenberg
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Elisabeth Mangrio
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Mariette Bengtsson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Elisabeth Carlson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
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Ragsdale JW, Berry A, Gibson JW, Herber-Valdez CR, Germain LJ, Engle DL. Evaluating the effectiveness of undergraduate clinical education programs. MEDICAL EDUCATION ONLINE 2020; 25:1757883. [PMID: 32352355 PMCID: PMC7241512 DOI: 10.1080/10872981.2020.1757883] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Revised: 04/07/2020] [Accepted: 04/09/2020] [Indexed: 06/11/2023]
Abstract
Medical schools should use a variety of measures to evaluate the effectiveness of their clinical curricula. Both outcome measures and process measures should be included, and these can be organized according to the four-level training evaluation model developed by Donald Kirkpatrick. Managing evaluation data requires the institution to employ deliberate strategies to monitor signals in real-time and aggregate data so that informed decisions can be made. Future steps in program evaluation includes increased emphasis on patient outcomes and multi-source feedback, as well as better integration of existing data sources.
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Affiliation(s)
- John W. Ragsdale
- Assistant Dean for Clinical Education, University of Kentucky College of Medicine, Lexington, KY, USA
| | - Andrea Berry
- Executive Director of Faculty Life, University of Central Florida College of Medicine, Orlando, FL, USA
| | - Jennifer W. Gibson
- Director, Office of Medical Education, Tulane University School of Medicine, New Orleans, LA, USA
| | - Christiane R. Herber-Valdez
- Assistant Professor, Department of Medical Education, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center at El Paso, El Paso, TX, USA
- Managing Director, Office of Institutional Research and Effectiveness, Texas Tech University Health Sciences Center at El Paso, El Paso, TX, USA
| | - Lauren J. Germain
- Director of Evaluation, Assessment and Research; Assistant Professor, Public Health and Preventive Medicine, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Deborah L. Engle
- Assistant Dean, Assessment and Evaluation, Duke University School of Medicine, Durham, NC, USA
| | - representing the Program Evaluation Special Interest Group of the Southern Group on Educational Affairs (SGEA) within the Association of American Medical Colleges (AAMC)
- Assistant Dean for Clinical Education, University of Kentucky College of Medicine, Lexington, KY, USA
- Executive Director of Faculty Life, University of Central Florida College of Medicine, Orlando, FL, USA
- Director, Office of Medical Education, Tulane University School of Medicine, New Orleans, LA, USA
- Assistant Professor, Department of Medical Education, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center at El Paso, El Paso, TX, USA
- Managing Director, Office of Institutional Research and Effectiveness, Texas Tech University Health Sciences Center at El Paso, El Paso, TX, USA
- Director of Evaluation, Assessment and Research; Assistant Professor, Public Health and Preventive Medicine, SUNY Upstate Medical University, Syracuse, NY, USA
- Assistant Dean, Assessment and Evaluation, Duke University School of Medicine, Durham, NC, USA
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Liu Y, Erath A, Salwi S, Sherry A, Mitchell MB. Alignment of Ethics Curricula in Medical Education: A Student Perspective. TEACHING AND LEARNING IN MEDICINE 2020; 32:345-351. [PMID: 32000533 DOI: 10.1080/10401334.2020.1717959] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Issue: Although there is consensus on the importance of including ethics in the medical school curriculum, there is wide variation in how this topic is taught. Recent literature also questions the effectiveness of current ethical teaching methods in changing student attitudes and future behavior. Furthermore, from the student perspective, there is a marked disconnect between the stated importance of and lack of effort in ethics courses. Evidence: Applying a student perspective of the hidden curriculum, as well as reviewing and applying insight from the available literature, we advocate for alignment of instructional design, content, and assessments. This article provides specific recommendations to increase student engagement in ethics courses and concludes by discussing whether a lack of engagement is attributable to intrinsic qualities of medical students in addition to pedagogical technique and educational setting and culture. Implications: This article has practical suggestions for medical educators to improve their ethics courses, leading to more well-rounded and thoughtful physicians.
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Affiliation(s)
- Yangzi Liu
- VUSM Medical Ethics, Law, & Policy Student Group, Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Alexandra Erath
- VUSM Medical Ethics, Law, & Policy Student Group, Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Sanjana Salwi
- VUSM Medical Ethics, Law, & Policy Student Group, Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Alexander Sherry
- VUSM Medical Ethics, Law, & Policy Student Group, Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Margaret B Mitchell
- VUSM Medical Ethics, Law, & Policy Student Group, Vanderbilt University School of Medicine, Nashville, Tennessee, USA
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Tay KT, Ng S, Hee JM, Chia EWY, Vythilingam D, Ong YT, Chiam M, Chin AMC, Fong W, Wijaya L, Toh YP, Mason S, Krishna LKR. Assessing Professionalism in Medicine - A Scoping Review of Assessment Tools from 1990 to 2018. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520955159. [PMID: 33150208 PMCID: PMC7580192 DOI: 10.1177/2382120520955159] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2020] [Accepted: 08/11/2020] [Indexed: 05/17/2023]
Abstract
BACKGROUND Medical professionalism enhances doctor-patient relationships and advances patient-centric care. However, despite its pivotal role, the concept of medical professionalism remains diversely understood, taught and thus poorly assessed with Singapore lacking a linguistically sensitive, context specific and culturally appropriate assessment tool. A scoping review of assessments of professionalism in medicine was thus carried out to better guide its understanding. METHODS Arksey and O'Malley's (2005) approach to scoping reviews was used to identify appropriate publications featured in four databases published between 1 January 1990 and 31 December 2018. Seven members of the research team employed thematic analysis to evaluate the selected articles. RESULTS 3799 abstracts were identified, 138 full-text articles reviewed and 74 studies included. The two themes identified were the context-specific nature of assessments and competency-based stages in medical professionalism. CONCLUSIONS Prevailing assessments of professionalism in medicine must contend with differences in setting, context and levels of professional development as these explicate variances found in existing assessment criteria and approaches. However, acknowledging the significance of context-specific competency-based stages in medical professionalism will allow the forwarding of guiding principles to aid the design of a culturally-sensitive and practical approach to assessing professionalism.
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Affiliation(s)
- Kuang Teck Tay
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Shea Ng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Jia Min Hee
- National University Hospital, National University Health System, Singapore
| | | | - Divya Vythilingam
- School of Medicine, International Medical University Malaysia, Kuala Lumpur, Malaysia
| | - Yun Ting Ong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Min Chiam
- Division of Cancer Education, National Cancer Centre Singapore, Singapore
| | - Annelissa Mien Chew Chin
- Medical Library, National University of Singapore Libraries, National University of Singapore, Singapore
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore
- Duke-NUS Graduate Medical School, Singapore
| | - Limin Wijaya
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of Infectious Diseases, Singapore General Hospital, Singapore
- Duke-NUS Graduate Medical School, Singapore
| | - Ying Pin Toh
- Department of Family Medicine, National University Health System, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, UK
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, UK
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Centre for Biomedical Ethics, National University of Singapore, Singapore
- Duke-NUS Graduate Medical School, Singapore
- PalC, The Palliative Care Centre for Excellence in Research and Education
- Lalit Kumar Radha Krishna, Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road, Liverpool, L3 9TA, UK.
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Lerchenfeldt S, Mi M, Eng M. The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review. BMC MEDICAL EDUCATION 2019; 19:321. [PMID: 31443705 PMCID: PMC6708197 DOI: 10.1186/s12909-019-1755-z] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2019] [Accepted: 08/16/2019] [Indexed: 05/15/2023]
Abstract
BACKGROUND Peer evaluation can provide valuable feedback to medical students, and increase student confidence and quality of work. The objective of this systematic review was to examine the utilization, effectiveness, and quality of peer feedback during collaborative learning in medical education. METHODS The PRISMA statement for reporting in systematic reviews and meta-analysis was used to guide the process of conducting the systematic review. Evaluation of level of evidence (Colthart) and types of outcomes (Kirkpatrick) were used. Two main authors reviewed articles with a third deciding on conflicting results. RESULTS The final review included 31 studies. Problem-based learning and team-based learning were the most common collaborative learning settings. Eleven studies reported that students received instruction on how to provide appropriate peer feedback. No studies provided descriptions on whether or not the quality of feedback was evaluated by faculty. Seventeen studies evaluated the effect of peer feedback on professionalism; 12 of those studies evaluated its effectiveness for assessing professionalism and eight evaluated the use of peer feedback for professional behavior development. Ten studies examined the effect of peer feedback on student learning. Six studies examined the role of peer feedback on team dynamics. CONCLUSIONS This systematic review indicates that peer feedback in a collaborative learning environment may be a reliable assessment for professionalism and may aid in the development of professional behavior. The review suggests implications for further research on the impact of peer feedback, including the effectiveness of providing instruction on how to provide appropriate peer feedback.
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Affiliation(s)
- Sarah Lerchenfeldt
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, O’Dowd Hall, Room 466, 586 Pioneer Drive, Rochester, MI 48309 USA
| | - Misa Mi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Kresge Library, #130, 100 Library Drive, Rochester, MI 48309 USA
| | - Marty Eng
- Department of Pharmacy Practice, Cedarville University, HSC 235, 251 N Main St, Cedarville, OH 45314 USA
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Doukas DJ, Volpe RL. Why Pull the Arrow When You Cannot See the Target? Framing Professionalism Goals in Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1610-1612. [PMID: 29697430 DOI: 10.1097/acm.0000000000002264] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Professionalism is essential for a successful physician-patient relationship and widely acknowledged as an intrinsic and important component of medical education for learners at all levels, from medical school to residency to continuing medical education. The problem is defining the educational end points for learners and then determining how to assess these outcomes. This Invited Commentary focuses on what medical educators can and should do to refine the vision of professionalism in medical education. The authors propose a multistep process in which learners, educators, and the public are engaged in articulating clearly and definitively the end points of professionalism education.
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Affiliation(s)
- David J Doukas
- D.J. Doukas is James A. Knight Chair of Humanities and Ethics in Medicine, director, Program in Medical Ethics and Human Values, and professor of family and community medicine, Tulane University School of Medicine, New Orleans, Louisiana; ORCID: http://orcid.org/0000-0002-5665-2214. R.L. Volpe is assistant professor and vice chair for education, Department of Humanities, Penn State College of Medicine, and director, Clinical Ethics Consultation Service, Milton S. Hershey Medical Center, Hershey, Pennsylvania
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Dooley LM, Bamford NJ. Peer Feedback on Collaborative Learning Activities in Veterinary Education. Vet Sci 2018; 5:vetsci5040090. [PMID: 30336578 PMCID: PMC6313849 DOI: 10.3390/vetsci5040090] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2018] [Revised: 09/28/2018] [Accepted: 10/15/2018] [Indexed: 11/16/2022] Open
Abstract
Collaborative learning activities are an increasingly prominent feature of veterinary curricula that have been redesigned to achieve competency-based graduate learning outcomes. This evolution challenges the traditional individualistic approach to veterinary education and necessitates revisions to assessment and feedback practices to ensure constructive alignment. Peer feedback has been widely reported in the medical education literature as a teaching intervention in collaborative learning settings, with learning gains reported for students who receive and provide peer feedback. In this setting, peer feedback has been demonstrated to provide valuable formative feedback on professional behaviors and skills. However, there are very few such reports in the veterinary education literature to date. Barriers to the introduction of this approach can include teacher and student perceptions, and concerns around validity and reliability. This review aimed to provide an overview of current evidence regarding peer feedback on collaborative learning activities in higher education, and to explore opportunities and challenges for the introduction of peer feedback in the context of veterinary education. We contend that early and repeated provision of formative peer feedback can provide an opportunity to scaffold the development of crucial core competencies within veterinary education, including the self-regulated learning skills required to work in collaborative teams, and interpret and act on feedback.
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Affiliation(s)
- Laura M Dooley
- Melbourne Veterinary School, Faculty of Veterinary and Agricultural Sciences, The University of Melbourne, Parkville, VIC 3010, Australia.
| | - Nicholas J Bamford
- Melbourne Veterinary School, Faculty of Veterinary and Agricultural Sciences, The University of Melbourne, Parkville, VIC 3010, Australia.
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