Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2024 Nov 14;24(1):1307.
doi: 10.1186/s12909-024-06124-4.

Video-based peer assessment of collaborative teamwork in a large-scale interprofessional learning activity

Chris Roberts  1 , Christine Jorm  2 , Gillian Nisbet  3 , Christopher J Gordon  4 , Timothy Chen  5 , Fabian Held  6 , Inam Haq  7
Affiliations

Video-based peer assessment of collaborative teamwork in a large-scale interprofessional learning activity

Chris Roberts et al. BMC Med Educ. .

Abstract

Background: The assessment of team performance within large-scale Interprofessional Learning (IPL) initiatives is an important but underexplored area. It is essential for demonstrating the effectiveness of collaborative learning outcomes in preparing students for professional practice. Using Kane's validity framework, we investigated whether peer assessment of student-produced videos depicting collaborative teamwork in an IPL activity was sufficiently valid for decision-making about team performance, and where the sources of error might lie to optimise future iterations of the assessment.

Methods: A large cohort of health professional students (n = 1218) of 8 differing professions was divided into teams containing 5-6 students. Each team collaborated on producing a short video to evidence their management of one of 12 complex patient cases. Students from two other teams, who had worked on the same case, individually rated each video using a previously developed assessment scale. A generalisability study quantified sources of error that impacted the reliability of peer assessment of collaborative teamwork. A decision study modeled the impact of differing numbers of raters. A modified Angoff determined the pass/fail mark.

Results: Within a large-scale learning activity, peer assessment of collaborative teamwork was reliable (G = 0.71) based on scoring by students from two teams (n = 10-12) for each video. The main sources of variation were the stringency and subjectivity of fellow student assessors. Whilst professions marked with differing stringency, and individual student assessors had different views of the quality of a particular video, none of that individual assessor variance was attributable to the assessors' profession. Teams performed similarly across the 12 cases overall, and no particular professions marked differently on any particular case.

Conclusion: A peer assessment of a student-produced video depicting interprofessional collaborative teamwork around the management of complex patient cases can be valid for decision-making about student team performance. Further refining marking rubrics and student assessor training could potentially modify assessor subjectivity. The impact of professions on assessing individual peers and the case-specificity of team performances in IPL settings need further exploration. This innovative approach to assessment offers a promising avenue for enhancing the measurement of collaborative learning outcomes in large-scale Interprofessional learning initiatives.

Keywords: Collaboration; Collaborative teamwork; Generalisability Theory; Health professional students; Interprofessional learning; Peer assessment; Professions; Student-generated videos; Teamwork; Video-based assessment.

PubMed Disclaimer

Conflict of interest statement

Declarations Ethics approval and consent to participate All research method were conducted in accordance with relevant guidelines and regulations. The University of Sydney Human Research Ethics Committee approved the research. (Protocol number: 2015/320). The learning activity itself was mandatory. There were prizes awarded to student group for the best video production participation in the research was entirely voluntary. Students having any difficulties with the activity were referred to their tutors. No financial incentive was offered to the students to allow their data to be included in this study. Informed consent of the students to participate in the study was obtained by the following method. All students were provided with information about the study and their rights as participants. They were given the opportunity to indicate their consent for their data to be used in evaluative research by clicking on an ethical statement within the Learning Management System. Consent for publication Not applicable. Competing interests The following authors have a conflict to declare. CR is a Senior Editorial Board member and IH is an editorial board member of BMC Medical Education. CJ, GN, CG , TC and FH have no conflicts of interest to declare.

Figures

Fig. 1
Fig. 1
Rubric for the peer assessment of a student produced video depicting collaborative teamwork in a large-scale IPL activity
See this image and copyright information in PMC

References

    1. Bogossian F, Craven D. A review of the requirements for interprofessional education and interprofessional collaboration in accreditation and practice standards for health professionals in Australia. J Interprof Care. 2021;35(5):691–700. - PubMed
    1. Simmons BS, Wagner SJ, Reeves S: Assessment of Interprofessional Education: Key Issues, Ideas, Challenges, and Opportunities. In: Assessing Competence in Professional Performance across Disciplines and Professions. edn. AG Switzerland: Springer; 2016. p. 237–252.
    1. Thistlethwaite JE. Values-based interprofessional collaborative practice: Working together in health care. Cambridge: Cambridge University Press; 2012.
    1. D’Amour D, Ferrada-Videla M, Rodriguez LSM, Beaulieu M-D. The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks. J Interprof Care. 2005;19(sup1):116–31. - PubMed
    1. Collaborative HPA. Guidance on developing quality interprofessional education for the health professions. In: Chicago: Health Professions Accreditors Collaborative; 2019.

LinkOut - more resources