Open AccessA Survey of Health Sciences Faculty Practices and Attitudes Regarding the Peer Feedback Component of Team-Based Learning
Author(s) -
Sarah Lerchenfeldt,
Marty L. Eng
Publication year - 2019
Publication title -
medical science educator
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.257
H-Index - 13
ISSN - 2156-8650
DOI - 10.1007/s40670-019-00816-z
Subject(s) - peer feedback , medical education , process (computing) , focus group , best practice , pharmacy , team based learning , psychology , variety (cybernetics) , qualitative property , peer assessment , medicine , computer science , nursing , management , marketing , artificial intelligence , machine learning , economics , business , operating system
Peer feedback, an essential component of team-based learning (TBL), fosters accountability among team members. Effective utilization can be advantageous for both students and faculty, although there may be many implementation challenges. Our study objectives were to (1) identify current practices of peer feedback in TBL, (2) identify curricular assessment related to peer feedback, and (3) identify challenges with peer feedback in TBL.