A Structured Peer Assessment Method with Regular Reinforcement Promotes Longitudinal Self-Perceived Development of Medical Students’ Feedback Skills-Reference-Cited by-同舟云学术

A Structured Peer Assessment Method with Regular Reinforcement Promotes Longitudinal Self-Perceived Development of Medical Students’ Feedback Skills

Published:2021-03-11 Issue:2 Volume:31 Page:655-663
ISSN:2156-8650
Container-title:Medical Science Educator
language:en
Short-container-title:Med.Sci.Educ.

Author:

Tzeng Alice^ORCID,Bruno Bethany^ORCID,Cooperrider Jessica,Dinardo Perry B.,Baird Rachael,Swetlik Carol,Goldstein Brittany N.,Rastogi Radhika,Roth Alicia J.,Gilligan Timothy D.,Rish Julie M.

Publisher

Springer Science and Business Media LLC

Subject

Education,Medicine (miscellaneous)

Link

https://link.springer.com/content/pdf/10.1007/s40670-021-01242-w.pdf

Reference19 articles.

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2. Lerchenfeldt S, Mi M, Eng M. The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review. BMC Med Educ. 2019;19(1):321. https://doi.org/10.1186/s12909-019-1755-z.

3. Burt J, Abel G, Elliott MN, Elmore N, Newbould J, Davey A, et al. The Evaluation of Physicians’ Communication Skills From Multiple Perspectives. Ann Fam Med. 2018;16(4):330–7. https://doi.org/10.1370/afm.2241.

4. Hulsman RL, Peters JF, Fabriek M. Peer-assessment of medical communication skills: the impact of students’ personality, academic and social reputation on behavioural assessment. Patient Educ Couns. 2013;92(3):346–54. https://doi.org/10.1016/j.pec.2013.07.004.

5. Cushing A, Abbott S, Lothian D, Hall A, Westwood OMR. Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now! Med Teach. 2011;33(2):e105-e12. doi:https://doi.org/10.3109/0142159x.2011.542522.