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Pharmacy students' perceptions toward peer assessment and its use in teaching patient presentation skills

Authors :
Alexandre Chan
Zhe Han
Source :
Currents in pharmacy teaching & learning, vol 12, iss 2
Publication Year :
2020
Publisher :
eScholarship, University of California, 2020.

Abstract

Background and purposeConducting peer assessment has been associated with positive learning outcomes in higher education. The primary objective was to evaluate pharmacy students' perceptions of using peer assessment as a pedagogical strategy in learning patient presentation skills. Secondary objectives were to determine helpful factors for providing and/or receiving peer assessment and to compare students' perceptions of peer assessment relative to receiving feedback from teaching assistants (TAs).Educational activity and settingPatient presentation skills were taught to third-year pharmacy students in three sessions (session 1: didactic lecture, session 2: faculty-led patient presentation workshops followed by peer assessment, session 3: one-on-one patient presentations to TAs). An anonymous survey instrument consisting of five-point Likert scale, yes/no, and open-ended questions was administered.FindingsA total of 187 students (98%) completed the survey. Peer assessment was perceived as a useful way to obtain feedback on patient presentations (87%). It facilitated higher level thinking and a self-reflection of students' own patient presentations. Most students felt that they received constructive feedback from peers (82%) that helped them improve their patient presentation skills (72%). However, students were more trusting of TAs' skills in assessing patient presentations (76% versus 93%, p

Details

Database :
OpenAIRE
Journal :
Currents in pharmacy teaching & learning, vol 12, iss 2
Accession number :
edsair.doi.dedup.....d2580a914680a775ae00b0dc57dd5e92