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

TY - JOUR

T1 - Undergraduate medical student attitudes to the peer assessment of professional behaviours in two medical schools

AU - Garner, Jayne

AU - McKendree, Jean

AU - O'Sullivan, Helen

AU - Taylor, David

PY - 2010/2

Y1 - 2010/2

N2 - WHAT IS ALREADY KNOWN IN THIS AREA The peer assessment of professional behaviours has been shown to be an effective mechanism for measuring professional behaviours. Student views on peer assessing professionalism have also been investigated, with results showing that students had personal struggles with assessing their peers and specific issues with how such a system would operate. WHAT THIS WORK ADDS The criteria and mechanisms for peer assessing professional behaviours need to reflect the curriculum and focus of each medical school. Students and tutors need to understand the purpose and use of peer assessment information for it to become a successful mechanism for learning. SUGGESTIONS FOR FUTURE RESEARCH Additional research on the attitudes of students and tutors is required to further develop models for the peer assessment of professional behaviours in both problem-based learning and in clinical placement settings. Individual schools need to explore the most appropriate feedback methods for peer assessment based on how participating students want to give and receive information.

AB - WHAT IS ALREADY KNOWN IN THIS AREA The peer assessment of professional behaviours has been shown to be an effective mechanism for measuring professional behaviours. Student views on peer assessing professionalism have also been investigated, with results showing that students had personal struggles with assessing their peers and specific issues with how such a system would operate. WHAT THIS WORK ADDS The criteria and mechanisms for peer assessing professional behaviours need to reflect the curriculum and focus of each medical school. Students and tutors need to understand the purpose and use of peer assessment information for it to become a successful mechanism for learning. SUGGESTIONS FOR FUTURE RESEARCH Additional research on the attitudes of students and tutors is required to further develop models for the peer assessment of professional behaviours in both problem-based learning and in clinical placement settings. Individual schools need to explore the most appropriate feedback methods for peer assessment based on how participating students want to give and receive information.

UR - http://www.scopus.com/inward/record.url?scp=77749344542&partnerID=8YFLogxK

M3 - Article

SN - 1473-9879

VL - 21

SP - 32

EP - 37

JO - Education for Primary Care

JF - Education for Primary Care

IS - 1

ER -