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Am J Pharm Educ. 2011 May 10;75(4):73.

Intergroup peer assessment in problem-based learning tutorials for undergraduate pharmacy students.

Author information

1
University of Sydney, Australia.

Abstract

OBJECTIVE:

To develop, implement, and evaluate a process of intergroup peer assessment and feedback using problem-based learning (PBL) tutorials.

METHODS:

A peer-assessment process was used in a PBL tutorial setting for an integrated pharmacy practice course in which small groups of students graded each others' PBL case presentations and provided feedback in conjunction with facilitator assessment.

ASSESSMENT:

Students' quantitative and qualitative perceptions of the peer assessment process were triangulated with facilitator feedback. Students became more engaged, confident, and motivated, and developed a range of self-directed, life-long learning skills. Students had mixed views regarding the fairness of the process and grade descriptors. Facilitators strongly supported the peer assessment process.

CONCLUSIONS:

Peer assessment is an appropriate method to assess PBL skills and is endorsed by students as appropriate and useful.

KEYWORDS:

peer assessment; pharmacy students; problem-based learning

PMID:
21769149
PMCID:
PMC3138352
[Indexed for MEDLINE]
Free PMC Article

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