Impact of peer assessment on student pharmacists’ behaviors and self-confidence

Abstract

ObjectiveTo assess the impact that peer assessment has on student pharmacists’ behaviors and self-confidence. MethodsA 19-item, electronic survey instrument was sent to 161 third-professional-year student pharmacists enrolled in a one-credit, required integrated laboratory course. The survey instrument aimed to assess how experiences with peer assessment throughout the Doctor of Pharmacy curriculum had affected students’ behaviors and self-confidence as well as identify factors that may influence the reception of peer feedback. ResultsOne hundred forty-one (88%) responses were received. The majority (78%) of students agreed that they remembered the content of assessments provided by peers and that the assessments provided by peers were accurate. However, most students reported that receipt of feedback from an instructor is more meaningful than from a peer. Students were divided over the meaningfulness of anonymous peer review compared to an identified peer-reviewer. While 65% of students agreed that peer assessments have enhanced their learning, only 40% indicated that they reflected on previous assessments. The majority of students (85%) agreed that a positive peer assessment gave them more confidence in their abilities. Finally, most students agreed that peer assessments have helped them to identify personal strengths and future opportunities for growth. ConclusionsPeer assessment is perceived by students to positively impact self-confidence, enhance learning behaviors, and aid in the identification of personal strengths and limitations. Most students agreed that receipt of feedback from an instructor is more meaningful than from a peer, but students were divided regarding the impact of anonymity and friendship.