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Use of peer behavior video in teaching peer evaluation in Team‐Based Learning anatomy curriculum.
Author(s) -
Vasan Nagaswami,
DeFouw David,
Compton Scott
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.477.5
Subject(s) - grading (engineering) , constructive , curriculum , medical education , psychology , peer feedback , peer assessment , process (computing) , medicine , computer science , pedagogy , civil engineering , engineering , operating system
Peer evaluation is a contentious process among medical students especially if it involves grades. Often, students are inexperienced in evaluating peers, unsure of what they are evaluating and what reference to use. Hence, we created an instructional video and educational module addressing acceptable and unacceptable behaviors and attributes of a good team. Attitudes and behaviors were described and compared between male (n=121) and female (n=69) ratings using chi‐square and Fisher's exact tests, as appropriate. The overall percentages of students are presented that agreed the video helped them to: understand acceptable behavior (99.3%); evaluate team members fairly and honestly (93.5%); understand and accept constructive peer evaluation (87.3%); modify my interactive skills to become a productive team member (90.1%). While many students answered that they have prior experience with peer evaluation, none involved grading. Greater number of female than male students agreed that the video helped them to understand and accept constructive peer evaluation (92.8% vs 81.8%; p=0.038). We conclude that the peer‐interaction instructional video educational module was well received by both male and female students, and resulted in highly positive self‐reported attitudes and behaviors regarding TBL. Supported by the Department of Cell Biology and Molecular Medicine.