基于视频的同行评价协作团队工作在一个大规模的跨专业学习活动中的协作团队工作
Chris Roberts1, Christine Jorm2, Gillian Nisbet3
1Division of Medicine, School of Medicine and Population Health, The University of Sheffield, Sheffield, UK. chris.roberts@sheffield.ac.uk.
BMC medical education
|November 15, 2024
概括
在专业间学习 (IPL) 中对学生视频的同行评价对于评估团队表现是有效的. 在标题和培训方面的改进可以通过解决评估者的主观性和严格性来提高可靠性.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 协作式学习是一种协作式学习.
- 团队绩效评估 团队绩效评估
背景情况:
- 在大规模的专业间学习 (IPL) 中评估团队表现至关重要,但未被充分探索.
- 需要有效的评估方法来证明协作学习对专业实践的有效性.
- 这项研究调查了IPL中学生创建视频的同行评价的有效性.
研究的目的:
- 评估学生视频对IPL团队表现的同行评估的有效性.
- 识别同行评估中的错误来源,以优化未来的评估.
- 确定同行评价是否是大规模IPL决策的有效工具.
主要方法:
- 在8个专业中,有1218名卫生专业学生组成了5-6人的团队.
- 团队创建了管理复杂患者病例的视频.
- 对视频的同行评价是使用开发的尺度进行的,其次是概括性和决策研究.
主要成果:
- 对协作团队工作的同行评价是可靠的 (G=0.71),每个视频有10-12名学生评价.
- 错误的主要来源是评估者的严格性和主观性;职业没有影响评分.
- 团队的表现在各个案例中是一致的,没有专业特定的评分差异.
结论:
- 在IPL中基于视频的同行评价对于评估学生团队表现是有效的.
- 改进标题和评估员培训可以减轻主观性.
- 需要进一步研究IPL的专业特异性影响和案例特异性表现.
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