Abstract
In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.
Highlights
The training of health professionals is based on positivist models using traditional methodologies (Giant & Fields, 2016)
A statistically significant difference was obtained between the mean value of four TBLs (MTBL) and the FG of the subject in teams 6 (P=0.0302, and post hoc Tukey P
In teams 6 (P=0.0302), (P=0.0207), and (P=0.0073), in which we found a statistically significant difference between the MTBLs and the FG, the MF was lower than the MTBLs (Table 1)
Summary
The training of health professionals is based on positivist models using traditional methodologies (Giant & Fields, 2016). Medical education specialists have been challenged to create conditions to produce doctors who, in addition to being technically competent, have a critical, humanistic, ethical and reflective profile and are prepared to work collaboratively in a team, with social responsibility (Brasil, 2001; Brasil, 2014). To achieve this goal, changes in the teaching-learning method and environment have been encouraged by practical, political and pedagogical initiatives aimed at a more interactive, cooperative and significant process (Almeida 2001; Abrahao & Merhy, 2014). These demands cause higher education to think about innovation (Masetto, 2004)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
