Student performance on and attitudes toward peer assessments on Advanced Pharmacy Practice Experience assignments

Abstract

PurposeTo compare student (peer) assessment and preceptor evaluation of required rotation assignments and assess students' attitudes toward this process. MethodsFourth-year students completing their Ambulatory Care rotation at Dreyer Medical Clinic from March 2009 to February 2010 were required to complete peer assessments on the rough drafts of three required assignments. Students were trained on proper use of peer assessment forms plus formative feedback questions. After receiving feedback, students had the opportunity to revise final submissions. Preceptors evaluated final versions using the same grading criteria. At the end of the rotation, students provided feedback on the process. A historical control was later created consisting of preceptors' evaluations of students completing their Ambulatory Care rotation at the same clinic the previous year who were not required to complete peer assessments. ResultsTwenty-two students completed the peer assessments. Mean total scores for peer assessments were similar to preceptor evaluations for case presentation (13.2 vs 12.6, P = .209), journal club (12.6 vs 13.1, P = .457), and drug information paper (12.7 vs 12.6, P = .882). Final feedback indicated that students liked receiving their peers' feedback and felt that assessing peers' assignments helped them improve their own assignments. Mean total scores for preceptor evaluations were similar to the historical control for case presentation (12.6 vs 12.8, P = .529), journal club (13.1 vs 13.3, P = .605), and drug information paper (12.6 vs 13.5, P = .121). ConclusionAlthough the opportunity for peer evaluation did not translate into a difference in final grades, it is still recommended based on student feedback and reduced faculty workload.