의과대학생들의 소그룹 발표에 대한 동료평가의 의의
Peer assessment of small-group presentations by medical students and its implications
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Purpose: The purpose of this study was to explore the relationships among medical students’ assessments on peers’ grouppresentations, instructors’ assessments of those presentations, and students’ educational achievements in other assignments andtests. Methods: A total of 101 first-year students from a medical school participated in the study. The students’ educational achievementsin a 4-week long integrated curriculum were analyzed. Student’s final grades were comprised of the following education criteria:two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We comparedscores of the group presentation assessed by the peers and the two instructors. Furthermore, we compared peers’ assessmentscores with each component of the evaluation criteria. Results: Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775,p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final gradeson the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlationwas observed between the peer-assessed group presentation scores and the two written test scores. Conclusion: Peer assessments may be a reliable and valid method for evaluating medical students’ performances in an integratedcurriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation andjudgment criteria. Peer assessments on group presentations might assess different learning domains compared to written teststhat primarily evaluate limited medical knowledge and clinical reasoning.
Abstract
Purpose: The purpose of this study was to explore the relationships among medical students’ assessments on peers’ grouppresentations, instructors’ assessments of those presentations, and students’ educational achievements in other assignments andtests. Methods: A total of 101 first-year students from a medical school participated in the study. The students’ educational achievementsin a 4-week long integrated curriculum were analyzed. Student’s final grades were comprised of the following education criteria:two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We comparedscores of the group presentation assessed by the peers and the two instructors. Furthermore, we compared peers’ assessmentscores with each component of the evaluation criteria. Results: Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775,p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final gradeson the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlationwas observed between the peer-assessed group presentation scores and the two written test scores. Conclusion: Peer assessments may be a reliable and valid method for evaluating medical students’ performances in an integratedcurriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation andjudgment criteria. Peer assessments on group presentations might assess different learning domains compared to written teststhat primarily evaluate limited medical knowledge and clinical reasoning.
참고문헌 (16)
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