TY - JOUR
T1 - Assessment of professional behaviour in undergraduate medical education
T2 - Peer assessment enhances performance
AU - Schonrock-Adema, Johanna
AU - Heijne - Penninga, Marjolein
AU - van Duijn, Marijtje A J
AU - Geertsma, Jelle
AU - Cohen - Schotanus, Janke
PY - 2007/9
Y1 - 2007/9
N2 - OBJECTIVES To examine whether peer assessment can enhance scores on professional behaviour, with the expectation that students who assess peers score more highly on professional behaviour than students who do not assess peers.METHODS Undergraduate medical students in their first and second trimesters were randomly assigned to conditions with or without peer assessment. Of the total group of 336 students, 278 students participated in the first trimester, distributed over 31 tutorial groups, 17 of which assessed peers. The second trimester involved 272 students distributed over 32 groups, 15 of which assessed peers. Professional behaviour was rated by tutors on 3 dimensions: Task Performance; Aspects of Communication, and Personal Performance. The rating scale ranged from 1 (poor) to 10 (excellent). Data were analysed using multivariate repeated measures multilevel analysis.RESULTS Assessment scores were found to have generally increased in the second trimester, especially the personal performance scores of students who assessed peers. In addition, female students were found to have significantly higher scores than male students.CONCLUSIONS In undergraduate medical education, peer assessment has a positive influence on professional behaviour. However, the results imply that peer assessment is only effective after students have become adjusted to the complex learning environment.
AB - OBJECTIVES To examine whether peer assessment can enhance scores on professional behaviour, with the expectation that students who assess peers score more highly on professional behaviour than students who do not assess peers.METHODS Undergraduate medical students in their first and second trimesters were randomly assigned to conditions with or without peer assessment. Of the total group of 336 students, 278 students participated in the first trimester, distributed over 31 tutorial groups, 17 of which assessed peers. The second trimester involved 272 students distributed over 32 groups, 15 of which assessed peers. Professional behaviour was rated by tutors on 3 dimensions: Task Performance; Aspects of Communication, and Personal Performance. The rating scale ranged from 1 (poor) to 10 (excellent). Data were analysed using multivariate repeated measures multilevel analysis.RESULTS Assessment scores were found to have generally increased in the second trimester, especially the personal performance scores of students who assessed peers. In addition, female students were found to have significantly higher scores than male students.CONCLUSIONS In undergraduate medical education, peer assessment has a positive influence on professional behaviour. However, the results imply that peer assessment is only effective after students have become adjusted to the complex learning environment.
KW - humans
KW - male
KW - female
KW - randomised controlled trial [publication type]
KW - education
KW - medical
KW - undergraduate
KW - professional practice/standards
KW - peer group
KW - clinical competence/standards
KW - STUDENTS
KW - RATINGS
KW - PERSONALITY
KW - SUPERVISOR
KW - FEEDBACK
KW - GENDER
U2 - 10.1111/j.1365-2923.2007.02817.x
DO - 10.1111/j.1365-2923.2007.02817.x
M3 - Article
C2 - 17696986
VL - 41
SP - 836
EP - 842
JO - Medical Education
JF - Medical Education
SN - 0308-0110
IS - 9
ER -