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. 2011 May 10;75(4):73.
doi: 10.5688/ajpe75473.

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

Vicky S Kritikos  1 , Jim Woulfe, Maria B Sukkar, Bandana Saini
Affiliations

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

Vicky S Kritikos et al. Am J Pharm Educ. .

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.

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Figures

Figure 1
Figure 1
PBL Case Structure.
See this image and copyright information in PMC

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