A Synergy Between Peer Evaluation and Student Coaching in Team-Based Learning: Coach Review of Peer Evaluations Improves
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SHORT COMMUNICATION
A Synergy Between Peer Evaluation and Student Coaching in Team-Based Learning: Coach Review of Peer Evaluations Improves Student Acceptance Thomas Manger 1
&
Christine Thatcher 2
# International Association of Medical Science Educators 2019
Abstract Peer assessment is an integral component of team-based learning (TBL) and provides a method to foster accountability and team performance. Traditionally, peer assessment in TBL contributes to the final course grade. We assessed the impact of replacing course grading with student’s faculty coach review. As a result of this intervention, student self-reported evaluation truthfulness improved from 44 to 76% of the population surveyed. In addition, student self-reported incorporation of peer feedback increased from 18 to 38%. The data suggest that the combination of student coaching and longitudinal review of peer feedback may improve overall effectiveness of the process. Keywords Team-based learning . Peer evaluation . Coaching . Medical education . Basic science . Preclerkship
Background Team-based learning (TBL) at its foundation requires functional and effective teamwork. As part of this structure, students must have clear and open lines of engagement to improve team performance. Peer assessment and evaluation are tools that help improve active student participation and interaction in this environment [1]. Proper formative peer evaluation provides feedback to team members in order to improve professional and personal behavior, and ultimately team skills. Through peer evaluation and assessment, individual team members become accountable to each other and the team as a whole [2].
* Thomas Manger [email protected] Christine Thatcher [email protected] 1
Department of Medicine, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, CT 06030-8230, USA
2
Department of Family Medicine, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, CT 06030-8230, USA
At the University of Connecticut School of Medicine (UConn SOM), several of our preclerkship courses employ TBL exclusively as the primary instructional method. Peer evaluations have been traditionally included in the final grade determination for courses in which TBL has been used [1]. Though clearly a complex process and one which involves both instruction and practice, the need to devote part of the course grade to peer evaluation helps ensure student participation and accountability [2]. Though students have generally embraced the TBL pedagogy within our program, the same cannot be said for the peer evaluation process. Not surprisingly, resistance and discomfort with peer evaluation has been seen in other venues and resources as well, especially when there is the potential impact on professionalism [3–5]. We incorporated the Koles Method for our peer evaluations, which uses both a semi-quantitative (Likert scale) and qualitative (brief narrative) component of assessment [3]. (An example of Dr. Koles’s original form is available as part of t
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