Title |
Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design
|
---|---|
Published in |
BMC Medical Education, June 2014
|
DOI | 10.1186/1472-6920-14-117 |
Pubmed ID | |
Authors |
Marjo JM Maas, Dominique MA Sluijsmans, Philip J van der Wees, Yvonne F Heerkens, Maria WG Nijhuis-van der Sanden, Cees PM van der Vleuten |
Abstract |
Peer Assessment (PA) in health professions education encourages students to develop a critical attitude towards their own and their peers' performance. We designed a PA task to assess students' clinical skills (including reasoning, communication, physical examination and treatment skills) in a role-play that simulated physical therapy (PT) practice. Students alternately performed in the role of PT, assessor, and patient. Oral face-to-face feedback was provided as well as written feedback and scores.This study aims to explore the impact of PA on the improvement of clinical performance of undergraduate PT students. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Netherlands | 4 | 57% |
United Kingdom | 3 | 43% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 4 | 57% |
Practitioners (doctors, other healthcare professionals) | 3 | 43% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
India | 1 | <1% |
United States | 1 | <1% |
Australia | 1 | <1% |
Unknown | 163 | 98% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 22 | 13% |
Student > Master | 22 | 13% |
Researcher | 15 | 9% |
Lecturer | 14 | 8% |
Student > Doctoral Student | 11 | 7% |
Other | 50 | 30% |
Unknown | 32 | 19% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 56 | 34% |
Nursing and Health Professions | 27 | 16% |
Social Sciences | 17 | 10% |
Sports and Recreations | 6 | 4% |
Psychology | 6 | 4% |
Other | 15 | 9% |
Unknown | 39 | 23% |