Dannefer Elaine F, Henson Lindsey C, Bierer S Beth, Grady-Weliky Tana A, Meldrum Sean, Nofziger Anne C, Barclay Craig, Epstein Ronald M
Cleveland Clinic Lerner College of Medicine, Case Western Reserve University, Cleveland, Ohio 44195, USA.
Med Educ. 2005 Jul;39(7):713-22. doi: 10.1111/j.1365-2929.2005.02193.x.
Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence, such as interpersonal skills, humanism and teamwork skills, are less well developed. This study describes the development, implementation and results of peer assessment as a measure of professional competence of medical students to be used for formative purposes.
Year 2 medical students assessed the professional competence of their peers using an online assessment instrument. Fifteen randomly selected classmates were assigned to assess each student. The responses were analysed to determine the reliability and validity of the scores and to explore relationships between peer assessments and other assessment measures.
Factor analyses suggest a 2-dimensional conceptualisation of professional competence: 1 factor represents Work Habits, such as preparedness and initiative, and the other factor represents Interpersonal Habits, including respect and trustworthiness. The Work Habits factor had moderate, yet statistically significant correlations ranging from 0.21 to 0.53 with all other performance measures that were part of a comprehensive assessment of professional competence. Approximately 6 peer raters were needed to achieve a generalisability coefficient of 0.70.
Our findings suggest that it is possible to introduce peer assessment for formative purposes in an undergraduate medical school programme that provides multiple opportunities to interact with and observe peers.
当前针对医学生的评估形式能够可靠地测试核心知识和基本技能。然而，用于评估其他重要能力领域（如人际技能、人文精神和团队合作技能）的方法尚不完善。本研究描述了作为医学生专业能力衡量指标的同伴评估的开发、实施及结果，该评估用于形成性目的。
二年级医学生使用在线评估工具对其同伴的专业能力进行评估。随机分配15名同班同学评估每名学生。对评估结果进行分析，以确定分数的可靠性和有效性，并探索同伴评估与其他评估方法之间的关系。
因子分析表明专业能力可分为两个维度：一个因子代表工作习惯，如准备情况和主动性；另一个因子代表人际习惯，包括尊重和可信赖度。工作习惯因子与作为专业能力综合评估一部分的所有其他绩效指标之间存在中等程度但具有统计学意义的相关性，范围从0.21至0.53。大约需要6名同伴评估者才能达到0.70的概化系数。
我们的研究结果表明，在本科医学院课程中引入用于形成性目的的同伴评估是可行的，该课程提供了与同伴互动和观察同伴的多种机会。
