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Peer Feedback on Collaborative Learning Activities in Veterinary Education.

Laura M Dooley1, Nicholas J Bamford2

  • 1Melbourne Veterinary School, Faculty of Veterinary and Agricultural Sciences, The University of Melbourne, Parkville, VIC 3010, Australia. laura.dooley@unimelb.edu.au.

Veterinary Sciences
|October 20, 2018
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Summary
This summary is machine-generated.

Peer feedback in veterinary education can enhance collaborative learning and develop core competencies. This review explores its benefits and challenges for implementing this valuable assessment tool.

Keywords:
collaborative learningcommunicationfeedbackgroup workveterinary education

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Area of Science:

  • Veterinary Education
  • Medical Education
  • Higher Education Pedagogy

Background:

  • Competency-based veterinary curricula increasingly use collaborative learning.
  • Traditional education models require revisions in assessment and feedback.
  • Peer feedback is established in medical education but underreported in veterinary settings.

Purpose of the Study:

  • Review evidence on peer feedback in higher education collaborative learning.
  • Explore opportunities and challenges for peer feedback in veterinary education.
  • Highlight peer feedback's role in developing core competencies.

Main Methods:

  • Literature review of peer feedback in collaborative learning.
  • Analysis of evidence from medical and higher education.
  • Exploration of barriers and facilitators for veterinary adoption.

Main Results:

  • Peer feedback offers valuable formative assessment of professional behaviors and skills.
  • Learning gains are reported for students providing and receiving peer feedback.
  • Barriers include perceptions, validity, and reliability concerns.

Conclusions:

  • Formative peer feedback can scaffold self-regulated learning and teamwork skills.
  • Early and repeated peer feedback is crucial for competency development.
  • Integrating peer feedback is vital for modern veterinary curricula.