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Peer and self assessment during problem-based tutorials.

M E Sullivan·M A Hitchcock·G L Dunnington
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Abstract

BACKGROUND: Peer and self assessment may contribute a unique and insightful perspective to a students' performance. This study investigates the association between self, peer, and faculty evaluations in the intimate setting of a problem-based tutorial group. METHODS: Third-year medical students participating in the required third-year surgical clerkship during the 1996-97 academic year (n = 154) were randomly assigned to problem-based learning groups and completed self and peer evaluations at the end of the last tutorial. These evaluations were compared with expert tutor ratings using Pearson correlation coefficients. RESULTS: A moderate correlation was found between peer and tutor ratings. There was very little correlation between self and tutor ratings. CONCLUSIONS: The results of this study suggest that peer and self ratings in the setting of a tutorial group may provide additional valuable information regarding medical student performance during a surgery clerkship.

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Clinical ClerkshipFaculty, MedicalFollow-Up StudiesHumansInterpersonal RelationsPeer GroupProblem-Based LearningRetrospective StudiesSelf-AssessmentStudents, MedicalComparative StudyJournal Article

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M E Sullivan, M A Hitchcock, G L Dunnington. 1999. Peer and self assessment during problem-based tutorials.. https://doi.org/10.1016/s0002-9610(99)00006-9

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PubMed2000

Effect of obstetrics-gynecology clerkship duration on medical student examination performance.

OBJECTIVE: To compare medical student performance on the obstetrics and gynecology national board subject examination during two different clerkship rotation formats. METHODS: We compared medical student performance on the National Board of Medical Examiners (NBME) subject examination in obstetrics and gynecology for 2 years before and 2 years after the length of the clerkship at the University of Florida was decreased from 8 to 6 weeks. Medical College Admission Test (MCAT) and United States Medical Licensing Examination (USMLE) step 1 and step 2 scores were used to assess comparability between groups. Student t test and chi2 analysis were used as appropriate. RESULTS: Medical school classes were similar with respect to MCAT and USMLE step 1 and step 2 scores. Collectively, 231 students who completed the 8-week clerkship scored significantly higher on the subject examination than 239 who completed the 6-week clerkship (618.6 versus 593.5, P = .001). When analyzed by semester, students who completed the clerkship in the second half of the academic year scored similarly regardless of clerkship length (630.6 versus 616.7, P = .11); however, students who completed the clerkship during the first half of the academic year scored significantly higher with the 8-week than the 6-week clerkship (607.3 versus 569.7, P < .001). Students who took the clerkship in the last half of the academic year scored higher than students who took the clerkship in the first half for both the 8-week (630.6 versus 607.3; P = .02) and 6-week (616.7 versus 569.7; P < .001) formats. Those differences persisted on examination letter grade assignment. CONCLUSION: Decreasing the duration of the obstetrics-gynecology medical student clerkship resulted in lower subject examination scores, especially for students who matriculated in the first half of the academic year.

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