Open AccessStudent Perceptions of a Novel Approach to Promote Professionalism Using Peer Evaluation in a Team-Based Learning™ Setting: a Quality Improvement Project
Author(s) -
Maria Sheakley,
Laura Bauler,
Claire L. Tanager,
Dart Newby
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/s40670-019-00830-1
Subject(s) - session (web analytics) , medical education , perception , team based learning , peer feedback , apprenticeship , quality (philosophy) , psychology , inclusion (mineral) , professional development , scale (ratio) , computer science , medicine , social psychology , world wide web , linguistics , philosophy , physics , epistemology , quantum mechanics , neuroscience
Development of professional behaviors, including communication and interprofessional collaboration, is an important competency during medical school that is difficult to teach in the classroom. We developed an approach to peer evaluation for use in Team-Based Learning that has two novel components: inclusion of a non-numeric sliding scale ranging from "apprentice" to "expert" to assess professional development on a continuum, and incorporation of a structured face-to-face feedback session. Students liked the format of the face-to-face feedback session, felt it gave them an opportunity to better understand their peers' comments, and thought it was more effective than the anonymous written evaluation tool.