Developing Professionalism via Multisource Feedback in Team-Based Learning.

Area of Science:

• Medical Education
• Professionalism Assessment
• Team-Based Learning

Background:

• Professionalism is a core competency in medical education, yet assessing it in preclinical settings presents challenges.
• Preclinical training often lacks direct faculty assessment of student professionalism.
• A novel approach using paired self- and peer evaluations is proposed to address these assessment challenges.

Purpose of the Study:

• To assess the professionalism of second-year medical students within a team-based learning (TBL) environment.
• To evaluate a novel approach using paired self- and peer assessments for professionalism.
• To examine the correlation and predictive power of self- and peer assessments.

Main Methods:

• Second-year medical students completed self- and peer assessments using 9-point rating scales in two courses.
• Correlational and linear regression analyses examined associations between self- and peer assessments.
• Logistic regression analyzed the stability of subgroup membership based on assessment deviations over time.

Main Results:

• Significant positive correlations were found between self-assessments and peer assessments (r = .62, p < .0001).
• Subgroup membership based on assessment deviations was largely stable, except for the high self/low peer group.
• Students completing both self-assessments received significantly higher average peer ratings (8.42) than those completing one or none (8.10-8.37).

Conclusions:

• Paired self- and peer assessments are highly correlated and effective for evaluating professionalism in TBL.
• Students in the high self-assessment/low peer assessment subgroup showed improved self-assessment accuracy over time.
• Students who did not complete self-assessments may be at risk for future professionalism concerns.