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An analysis of peer, self, and tutor assessment in problem-based learning tutorials.

Tracey Papinczak1, Louise Young, Michele Groves

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

Medical Teacher
|September 22, 2007
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Summary

First-year medical students in problem-based learning (PBL) tutorials accurately assessed peers better than themselves. Self-assessment of PBL performance was inaccurate, though valuable for developing reflection skills.

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Area of Science:

  • Medical Education
  • Problem-Based Learning
  • Assessment

Background:

  • Problem-based learning (PBL) is a student-centered pedagogy used in medical education.
  • Effective assessment strategies are crucial for evaluating student performance in PBL.
  • Understanding the reliability of self-, peer-, and tutor assessments is vital for curriculum development.

Purpose of the Study:

  • To compare self-, peer-, and tutor assessments of performance among first-year medical students in a PBL curriculum.
  • To investigate the accuracy of different assessment methods in a PBL tutorial setting.

Main Methods:

  • 125 first-year medical students participated in a study at the University of Queensland.
  • Quantitative and qualitative data were collected on PBL performance, including responsibility, communication, and critical analysis.
  • Self-, peer-, and tutor assessments were conducted concurrently.

Main Results:

  • Tutor assessments correlated poorly with self-assessments (r = 0.31-0.41), with students under-marking their performance.
  • Peer assessments showed moderate correlation with tutor ratings (r = 0.40-0.60), improving over time.
  • Students with higher self-efficacy rated their PBL performance higher; peer over-marking was observed, especially among skeptical students.

Conclusions:

  • First-year medical students' peer assessments were more accurate than self-assessments in a PBL setting.
  • Self-assessment of PBL process is generally inaccurate but crucial for developing self-awareness and reflection skills.
  • Peer assessment offers a more reliable measure of performance compared to self-assessment in PBL tutorials.