Peer review in team-based learning: influencing feedback literacy.

ABSTRACT:

Background

Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent 'free riders' who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students' ability to provide written feedback to their peers in TBL, and to explore students' perception of the process, using the conceptual framework of Biggs '3P model'.

Methods

Year 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived

SUBMITTER: Burgess A 

PROVIDER: S-EPMC8359024 | biostudies-literature | 2021 Aug

REPOSITORIES: biostudies-literature