Abstract
BackgroundPeer evaluation can provide valuable feedback to medical students, and increase student confidence and quality of work. The objective of this systematic review was to examine the utilization, effectiveness, and quality of peer feedback during collaborative learning in medical education.MethodsThe PRISMA statement for reporting in systematic reviews and meta-analysis was used to guide the process of conducting the systematic review. Evaluation of level of evidence (Colthart) and types of outcomes (Kirkpatrick) were used. Two main authors reviewed articles with a third deciding on conflicting results.ResultsThe final review included 31 studies. Problem-based learning and team-based learning were the most common collaborative learning settings. Eleven studies reported that students received instruction on how to provide appropriate peer feedback. No studies provided descriptions on whether or not the quality of feedback was evaluated by faculty. Seventeen studies evaluated the effect of peer feedback on professionalism; 12 of those studies evaluated its effectiveness for assessing professionalism and eight evaluated the use of peer feedback for professional behavior development. Ten studies examined the effect of peer feedback on student learning. Six studies examined the role of peer feedback on team dynamics.ConclusionsThis systematic review indicates that peer feedback in a collaborative learning environment may be a reliable assessment for professionalism and may aid in the development of professional behavior. The review suggests implications for further research on the impact of peer feedback, including the effectiveness of providing instruction on how to provide appropriate peer feedback.
Highlights
Peer evaluation can provide valuable feedback to medical students, and increase student confidence and quality of work
The objectives were to determine the role peer feedback plays in student learning and professional development, ascertain the impact peer feedback might have on team dynamics and success, and learn if and how the quality of peer feedback is assessed
The objectives of this systematic review were to determine the role peer feedback plays in student learning and professional development, ascertain the impact peer feedback might have on team dynamics and success, and learn if and how the quality of peer feedback is assessed
Summary
Peer evaluation can provide valuable feedback to medical students, and increase student confidence and quality of work. The objective of this systematic review was to examine the utilization, effectiveness, and quality of peer feedback during collaborative learning in medical education. One way in which students are held accountable is through the utilization of peer feedback, known as peer assessment or peer evaluation, which allows students to recognize areas of their strength and weakness as team members. Peer assessment is beneficial in assessing areas of proficiency based on multiple observations, rather than one encounter [6]. For this reason, compared to faculty, peers may have the ability to provide more accurate assessments of competencies such as teamwork, communication, and professionalism [7]. According to Searby and Ewers, peer assessment may motivate students to produce high-
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