Peer evaluation as an alternative assessment method for case presentations: A cross‐sectional study of dental students' perception

Abstract

AbstractIntroductionPeer assessment in dental and medical education is a key tool for evaluating attitudes and communication skills, serving as an effective formative learning method. It not only boosts academic performance and encourages lifelong learning and reflective practice but also fosters collaboration, effective communication, and constructive feedback among peers.ObjectiveThis study aimed to assess dental students’ satisfaction and perceptions regarding implementing peer assessment in case presentations, including contribution to their learning.MethodsThis cross‐sectional study involved third (n = 26), fourth (n = 54), and sixth (n = 71) dental students divided into five groups. Each student received peer assessments (n = 8) from the students of the other groups regarding their clinical presentation.At the end of the process, students were invited to complete an anonymous 9‐item questionnaire to assess student perceptions of the peer‐assessment process. Data were analyzed to evaluate students’ perception and satisfaction with the peer assessment task. The bivariate analysis explored associations among questionnaire items.ResultsA total of 151 students participated in the current study. Results showed a high level of agreement for most of the students regarding their preparedness for peer and self‐assessment. More than 75% of the students at all academic levels found it challenging to evaluate their peers. Student satisfaction scores increased with the level of education, (4.076, 4.214, and 4.246 out of five, respectively) with moderate correlations between peer evaluation characteristics.ConclusionPeer assessment appears to enhance learning and professional development in dental students. Students’ satisfaction with peer assessment grows with education level, reflecting its role in fostering critical evaluation skills and feedback.