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Peer assessment in problem-based learning: a qualitative study.

Tracey Papinczak1, Louise Young, Michele Groves

  • 1Mayne Medical School, School of Medicine, University of Queensland, Herston, 4006, Brisbane, Queensland, Australia. traceypapinczak@optusnet.com.au

Advances in Health Sciences Education : Theory and Practice
|October 31, 2006
PubMed
Summary

Peer assessment in medical education can enhance learning and responsibility. However, it may negatively impact the collaborative atmosphere of problem-based learning (PBL) groups, a novel finding in this study.

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Peer assessment is valuable for student feedback in higher education.
  • Qualitative research on peer assessment in medical problem-based learning (PBL) is limited.

Purpose of the Study:

  • To explore first-year medical students' perceptions of peer assessment within a PBL curriculum.
  • To identify themes related to student attitudes towards peer assessment.

Main Methods:

  • A qualitative study involving first-year medical students at the University of Queensland.
  • Utilized a highly structured feedback format and implemented best practices from higher education literature.

Main Results:

  • Six themes emerged: increased responsibility, improved learning, lack of relevancy, challenges, discomfort, and effects on the PBL process.

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  • Students raised concerns about peer assessment potentially disrupting the cooperative PBL environment.
  • Five themes align with existing literature, while the impact on PBL atmosphere is a unique finding.

    • Conclusions:

    • Peer assessment offers benefits for medical students' learning and sense of responsibility.
    • Careful implementation is needed to mitigate negative effects on the collaborative PBL tutorial group dynamic.
    • Further consideration of peer assessment's impact on PBL group cohesion is warranted.