Utility and Acceptability of a Peer Assessment Rubric to Improve Interprofessional Learning

Abstract

Background: Peer assessment rubrics (PARs) facilitate equitable distribution of responsibility among group members and help educators assess learners' contributions. This study sought to (1) address health science students' attitudes toward group work and peer assessment, (2) apply evidence-based recommendations and student suggestions to the adaptation of a PAR, and (3) determine the rubric's effectiveness for educators and acceptability among students. Method: A PAR was identified, modified, and tested with graduate students ( N = 502) in the health sciences. Results: Compared with prior PARs, graduate students rated this rubric as easier to use and more helpful in assessing peers' contributions and explaining their ratings. Educators reported the PAR's utility with diverse health science students across both in-person and virtual platforms. Conclusion: Using a PAR that is acceptable to students and useful for faculty may contribute to more meaningful interprofessional experiences, ultimately preparing students for effective interprofessional collaboration. [ J Nurs Educ . 2022;61(4):213–216.]