Medical Students' Perceptions of Peer Assessment in a Problem-based Learning Curriculum

Area of Science:

• Medical Education
• Health Professions Education

Background:

• Peer assessment (PA) is recognized for its potential to foster learning and enhance students' professional and personal development.
• Problem-based learning (PBL) environments offer unique opportunities for implementing and studying peer assessment dynamics.

Purpose of the Study:

• To investigate medical students' perceptions of intragroup peer assessment within a problem-based learning (PBL) curriculum.
• To evaluate the impact of peer assessment on students' learning experiences and skill development.

Main Methods:

• A study involving 60 fourth-year undergraduate medical students at Arabian Gulf University, Bahrain.
• Students utilized an adapted English assessment tool to evaluate peers on responsibility, respect, information processing, critical analysis, interaction, and collaborative skills during curriculum tasks.
• Anonymous, voluntary questionnaires were administered post-unit to gather student perceptions of the peer assessment process.

Main Results:

• A high response rate (92%) was achieved, with 55 students participating.
• The majority of students reported improvements in learning (60%), attendance (67%), respect (70%), and participation (71%) due to PA.
• Significant self-reported gains were noted in problem analysis (65%), identifying learning needs (64%), task completion (72%), knowledge sharing (74%), communication (71%), self-assessment (73%), and collaboration (75%).

Conclusions:

• Peer assessment was favorably received by the participating medical students.
• Students reported enhanced learning, skills, attitudes, engagement, and personal/professional development through PA.
• Peer assessment positively influenced intragroup dynamics and attitudes.