Peer and self assessment during problem-based tutorials

Am J Surg. 1999 Mar;177(3):266-9. doi: 10.1016/s0002-9610(99)00006-9.

Abstract

Background: Peer and self assessment may contribute a unique and insightful 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.

Methods: 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.

Results: A moderate correlation was found between peer and tutor ratings. There was very little correlation between self and tutor ratings.

Conclusions: 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.

Publication types

  • Comparative Study

MeSH terms

  • Clinical Clerkship
  • Faculty, Medical
  • Follow-Up Studies
  • Humans
  • Interpersonal Relations
  • Peer Group*
  • Problem-Based Learning / standards*
  • Retrospective Studies
  • Self-Assessment*
  • Students, Medical / psychology*