Peer and self assessment during problem-based tutorials.
Peer and self assessment may contribute a unique and insighfful perspective to a students'performance.
This study investigates the association between self, peer, and faculty evaluations in the intimate setting of a problem-based tutorial group.
Third-year medical students participating in the required third-year surgical clerkship during the 1996-97 academic year (n=154) were randomly assigned to problem-based learning groups and completed self and peer evaluations at the end of the last tutorial.
These evaluations were compared with expert tutor ratings using Pearson correlation coefficients.
A moderate correlation was found between peer and tutor ratings.
There was very little correlation between self and tutor ratings.
The results of this study suggest that peer and self ratings in the setting of a tutorial group may provide additional valuable information regarding medical student performance during a surgery clerkship.
Mots-clés Pascal : Etudiant, Médecin, Pratique professionnelle, Formation professionnelle, Evaluation, Aptitude professionnelle, Chirurgie, Homme
Mots-clés Pascal anglais : Student, Physician, Professional practice, Occupational training, Evaluation, Vocational aptitude, Surgery, Human
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0245496
Code Inist : 002B30A09. Création : 16/11/1999.