Face-to-Face Peer Evaluation Improved Student Perception of Feedback in a Preclinical Course

被引：0
|
作者：
Street S.E. [1 ]
Hobbs M.M. [2 ,3 ]
机构：
[1] Department of Cell Biology and Physiology, University of North Carolina at Chapel Hill, Chapel Hill, NC
[2] Department of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC
[3] Department of Microbiology and Immunology, University of North Carolina at Chapel Hill, Chapel Hill, NC
来源：
Medical Science Educator | 2015年 / 25卷 / 1期
关键词：
Basic science; Competencies; Medical education; Peer evaluation; Professionalism;
D O I：
10.1007/s40670-014-0097-z
中图分类号：
学科分类号：
摘要：
A possible solution to assessment of professionalism and communication skills is peer evaluation. To determine if non-anonymous feedback could improve student perception of the peer-feedback process and result in better feedback, we implemented a face-to-face feedback approach in a large, preclinical course. Student pairs were asked to meet in person to discuss their contributions in small group activities. A post-course survey suggested that this approach was well received by students and that a majority of the students felt the feedback they received was more useful than feedback they had previously received when using an online, anonymous approach. © 2014, International Association of Medical Science Educators.
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页码：9 / 11
页数：2
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