Undergraduate medical student attitudes to the peer assessment of professional behaviours in two medical schools

被引：21

作者：

Garner, Jayne ^{[1
]}

McKendree, Jean ^{[2
]}

O'Sullivan, Helen ^{[1
]}

Taylor, David ^{[3
]}

机构：

[1] Univ Liverpool, Ctr Excellence Developing Professionalism, Sch Med Educ, Cedar House,Ashton St, Liverpool L69 3GE, Merseyside, England

[2] Hull York Med Sch, Med Educ, Heslington, England

[3] Univ Liverpool, Sch Med Educ, Med Educ, Liverpool, Merseyside, England

来源：

EDUCATION FOR PRIMARY CARE | 2010年 / 21卷 / 01期

关键词：

peer assessment; problem-based learning; professional behaviour;

D O I：

10.1080/14739879.2010.11493873

中图分类号：

R1 [预防医学、卫生学];

学科分类号：

1004 ; 120402 ;

摘要：

The objective of this study was to investigate medical school student views on the peer assessment of professional behaviours. Focus groups were held with students at two northern England medical schools which were using peer assessment. The study showed that preparing students to give and receive feedback was a key aspect in the successful delivery of peer assessment. Medical school students are generally positive about the peer assessment of professional behaviours. However, they expressed mixed views about anonymity and how information was to be used. The results imply that peer assessment could offer valuable feedback for formative learning.

引用

页码：32 / 37

页数：6

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