Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

被引：3

作者：

Abercrombie, Sara ^{[1
]}

Parkes, Jay ^{[2
]}

McCarty, Teresita ^{[3
]}

机构：

[1] Univ New Mexico, Albuquerque, NM 87131 USA

[2] Univ New Mexico, Dept Individual Family & Commun Educ, Educ Psychol & Chair, Albuquerque, NM 87131 USA

[3] Univ New Mexico, Sch Med, Albuquerque, NM 87131 USA

来源：

INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING | 2015年 / 9卷 / 01期

关键词：

medical education; achievement goal orientation; mastery goals; performance goals; judgments of learning; grading fairness; PBL; patient notes; structural equation modeling; Calibrated Peer Review;

D O I：

10.7771/1541-5015.1501

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the ways in which medical students' achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer Reviewtm. First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from medical students (N = 137). Then, a structural regression model relating the factors of AGO to students' perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. The results indicate that student engagement and success in diagnosing a patient's presentation using a peer feedback-rich web-based PBL environment is somewhat dependent on student motivation. Theoretical and practical implications, in terms of problem-based learning environments in medical education, are discussed.

引用

页码：33 / 43

页数：11

共 31 条

[1] Gauging the Gaps in Student Problem-Solving Skills: Assessment of Individual and Group Use of Problem-Solving Strategies Using Online Discussions [J].