Use of Peer Evaluation & Team-Based Learning in Psychiatry Education

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	Use of Peer Evaluation & Team-Based Learning in Psychiatry Education

rruane

6-25-2009 3:21 PM

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tags:

team-based learning, isd, peer evaluation, ist

rruane says:

Preliminary work by psychiatry faculty on use of team-based learning and peer evals. Notable, they think this is particularly useful in assessing skills and "non-cognitive" knowledge.

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<div style="margin: 12px 0px; font-family: arial; color: #333333; background: #ffffff; border: solid 4px #e5e5e5; width: 100%; clear: left;"><div class="CM_CTB_Content_Wrap" style="margin: 0px; padding: 0px;background-color: #ffffff;"><div style="border-bottom: solid 1px #dcdcdc; white-space: nowrap; margin-bottom: 8px; background-color: #eeeeee ;background-image: url(http://clipmarks.com/images/source-bg.gif); background-repeat: repeat-x; height: 24px; line-height: 24px; vertical-align: middle; padding-bottom: 4px; color: #666666; font-size: 10px;" ><a href="http://clipmarks.com/clip-to-blog/" title="see clips that are hot right now"><img src="http://content.clipmarks.com/blog_embed/e46380b4-584b-4335-b0e2-be4309c88246/CB7A3CC6-33D0-4206-B80E-4655EFCE6FD7/" alt="" width="19" height="19" border="0" style="vertical-align: middle; margin: 0px 4px; display: inline; border: none; float:none;" /></a>clipped from <a title="http://ap.psychiatryonline.org/cgi/content/full/31/1/19" href="http://ap.psychiatryonline.org/cgi/content/full/31/1/19" style="font-size: 11px;">ap.psychiatryonline.org</a></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://ap.psychiatryonline.org/cgi/content/full/31/1/19">The peer evaluation scores in our course correlated positively<SUP> </SUP>with other, largely "knowledge-based" student performance scores,<SUP> </SUP>suggesting that students value teammates for the same qualities<SUP> </SUP>that help them to perform well on the wards and on cognitive<SUP> </SUP>tests. However, the correlations were modest in magnitude. A<SUP> </SUP>possible explanation for this, supported by the findings of<SUP> </SUP>our qualitative analysis of students’ rationales, is that<SUP> </SUP>there are other, "noncognitive" qualities that are also important<SUP> </SUP>factors in peer evaluation. These noncognitive qualities may<SUP> </SUP>be the most important components of peer evaluation, since they<SUP> </SUP>are most likely to be correlated with interpersonal and professional<SUP> </SUP>skills. As we improve our methods of helping students to assess<SUP> </SUP>these skills in each other, we believe we will come closer to<SUP> </SUP>our goal of promoting professionalism.</blockquote></div><div style="margin: 0px 6px 6px 4px;"><table style="font-size: 11px;border-spacing: 0px;padding: 0px;" cellpadding="0" cellspacing="0" width="100%"><tr><td style="background:transparent;border-width:0px;padding:0px;">&nbsp;</td><td align="right" style="background:transparent;border-width:0px;padding:0px;width:107px" width="107"><a href="http://clipmarks.com/share/CB7A3CC6-33D0-4206-B80E-4655EFCE6FD7/blog/" title="blog or email this clip"><img src="http://content6.clipmarks.com/images/c2b-foot.png" border="0" alt="blog it" width="107" height="17" style="border-width:0px;padding:0px;margin:0px;" /></a></td></tr></table></div></div>

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