Factors That Determine the Perceived Effectiveness of Peer Feedback in Collaborative Learning: a Mixed Methods Design

Area of Science:

• Medical Education
• Collaborative Learning
• Formative Assessment

Background:

• Peer assessment is promoted for formative feedback and professionalism in medical education.
• Team-based learning (TBL) is a collaborative learning strategy.
• This study explores factors influencing the effectiveness of peer assessment within TBL.

Purpose of the Study:

• To investigate factors enhancing perceived effectiveness of formative peer assessment.
• To analyze the quality and volume of peer feedback in medical students.
• To understand student conceptions and interpersonal variables affecting peer assessment.

Main Methods:

• Mixed methods study analyzing written peer comments from two medical classes.
• Quantitative analysis of comment volume and quality over three time points.
• Qualitative focus groups to explore emerging dimensions and clarify quantitative findings.

Main Results:

• Significant deficiencies in both volume and quality of peer comments were observed.
• No improvement in comment quality or quantity over time.
• Logistical issues (e.g., assignment timing) and substantive issues (student conceptions, interpersonal variables) were identified.

Conclusions:

• Social disincentives discourage constructive feedback among peers in ongoing working relationships.
• A disconnect exists between shallow peer feedback quality and student-perceived benefit.
• Addressing identified factors is crucial for improving formative peer assessment effectiveness in medical students.