Peer‐Evaluation in a Team‐Based Learning Curriculum: Investigating the Relationship between Peer‐Evaluation Scores and Team Rank

Abstract

IntroductionMany medical school and health care professional curricula are incorporating teaching methods along with learning and assessment approaches, which aim to foster communication skills, professionalism, teamwork, and leadership skills. Team‐based learning (TBL) is a commonly used pedagogical approach to accomplish the flipped classroom and to foster professionalism, teamwork, and communication skills. Two components of TBL curriculum are 1) the utilization of peer evaluations for assessment purposes and 2) a team competition as an incentive structure. No standardized instrument exists for TBL peer evaluation and some studies have questioned the reliability and validity of the instruments for assessment purposes. Therefore, the objective of this study was to evaluate the relationship between averaged peer‐evaluation scores and rank in the team competition.MethodsTeams (n=5) within a TBL graduate histology course during the fall semester of 2018 were ranked weekly in a team competition following each of the 10 TBL sessions. Rank was calculated based on averaged individual readiness assurance test scores (iRAT), group readiness assurance test scores (gRAT), and group activity scores for each TBL and was updated throughout the semester. Students (n=31) conducted peer‐evaluations of their team members at two different points (mid‐ and end‐of‐semester). The instrument for the peer‐evaluation contained 10 items that assessed professionalism and team engagement (e.g., is well‐prepared for team activities) on a four‐point scale from never to always. This tool was developed based on recommendations for TBL peer evaluations in the literature. Spearman correlations were used to determine the relationship between peer‐evaluation scores and team rank at each time point. Alpha was set at p≤0.05.ResultsThere was a statistically significant (p=0.037) negative correlation between peer‐evaluation scores and TBL team rank at mid‐semester (r=−0.375) and stronger negative correlation existed at the end‐of‐semester (r=−.591, p<0.001). In other words, students on teams with a lower rank tended to give their peers lower evaluation scores.Discussion and ConclusionThe relationship between the peer‐evaluation scores and the TBL team rank demonstrate a negative relationship. Thus, within this graduate level histology course utilizing the peer‐evaluation as a summative assessment may not be warranted as it may be unduly penalizing poor performing teams. Other courses utilizing team rank incentives may consider evaluating the use of peer evaluations as summative assessments. Furthermore, this study demonstrates a need for a standardized and reliable instrument for peer evaluations in a TBL curriculum.