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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Validity and reliability assessment of a peer evaluation method in team-based learning classes.

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The peer evaluation tool used in team-based learning (TBL) medical education classes was found to be valid and reliable. Clear evaluation criteria and rules enhance the accuracy of peer assessments in TBL.

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ReliabilityTeam-based learningValidityPeer evaluation

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Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Team-based learning (TBL) is a pedagogical approach gaining traction in medical education.
  • TBL emphasizes active group participation and peer accountability.
  • Peer evaluation is a common component of TBL to ensure fairness and engagement.

Purpose of the Study:

  • To evaluate the validity and reliability of a peer evaluation instrument utilized in medical school TBL sessions.
  • To determine if the instrument accurately reflects student contributions and provides consistent ratings.

Main Methods:

  • 141 students across 18 groups in 11 TBL classes participated.
  • Students evaluated peers using provided criteria.
  • Validity was assessed by analyzing comments for high/low achievers.
  • Reliability was measured using intraclass correlation coefficient (ICC) analysis.

Main Results:

  • Most student comments were relevant and aligned with evaluation criteria.
  • The average ICC across groups ranged from 0.390 to 0.863, with an overall average of 0.659.
  • Inter-rater reliability was not significantly affected by group size or evaluation timing.

Conclusions:

  • The peer evaluation instrument demonstrated both validity and reliability in the TBL context.
  • The provision of clear evaluation criteria and guidelines appears to bolster the instrument's effectiveness.