Abstract
BackgroundPeer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’.MethodsYear 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors.ResultsStudents demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback.Conclusions To increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training.
Highlights
Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions
Students were awarded greater marks for their feedback in the first peer review exercise compared with the second peer review exercise
Reviewers evaluated the quality of the student feedback provided from the first TBL peer review exercise (n = 695 comments) and the second peer review exercise (n = 827 comments)
Summary
Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. Peer review in Team-based learning (TBL) exists for three key reasons: to promote critical reflection on individual behaviours; provide students with opportunities to develop their professional communication skills in giving and receiving feedback; and for feedback recipients to reflect on their peers’ comments and improve their teamwork behaviours [1, 2]. A well-developed process, with student engagement in the provision and receipt of peer feedback, is considered key to the success of TBL [2, 3]. Where there is a lack of honesty in peer feedback, performance and behaviours may remain unchanged [8]
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