Video-based peer assessment of collaborative teamwork in a large-scale interprofessional learning activity.

Area of Science:

• Health Professions Education
• Collaborative Learning
• Team Performance Assessment

Background:

• Assessing team performance in large-scale Interprofessional Learning (IPL) is crucial but underexplored.
• Valid assessment methods are needed to demonstrate collaborative learning effectiveness for professional practice.
• This study investigates the validity of peer assessment of student-created videos in IPL.

Purpose of the Study:

• To assess the validity of peer assessment of student videos for team performance in IPL.
• To identify sources of error in peer assessment to optimize future assessments.
• To determine if peer assessment is a valid tool for decision-making in large-scale IPL.

Main Methods:

• 1218 health professional students in 8 professions formed teams of 5-6.
• Teams created videos of managing complex patient cases.
• Peer assessment of videos was conducted using a developed scale, followed by generalizability and decision studies.

Main Results:

• Peer assessment of collaborative teamwork was reliable (G=0.71) with 10-12 student raters per video.
• Main error sources were assessor stringency and subjectivity; profession did not influence marking.
• Team performance was consistent across cases, with no profession-specific marking differences.

Conclusions:

• Video-based peer assessment in IPL is valid for evaluating student team performance.
• Refining rubrics and assessor training can mitigate subjectivity.
• Further research is needed on profession-specific impacts and case-specific performance in IPL.