Arnold Louise, Shue Carolyn K, Kalishman Summers, Prislin Michael, Pohl Charles, Pohl Henry, Stern David T
Office of Medical Education and Research, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri 64108, USA.
Acad Med. 2007 Jun;82(6):578-86. doi: 10.1097/ACM.0b013e3180555d4e.
Peer assessment is a valuable source of information about medical students' professionalism. How best to facilitate peer assessment of students' professional behavior remains to be answered, however. This report extends previous research through a multi-institutional study of students' perspectives about system characteristics for peer assessment of professionalism. It examines whether students from different schools and year levels prefer different characteristics of peer assessment to assess each other candidly, or whether a single system can be designed. It then identifies the characteristics of the resulting preferred system(s).
At the beginning of academic year 2004-2005, students (1,661 of 2,115; 78%) in years one through four at four schools replied to a survey about which peer assessment characteristics - related to, for example, who receives the assessment, its anonymity, and timing - would prevent or encourage their participation. Multivariate analysis of variance was used to detect differences among institutions and students from each year level.
Students across year levels and schools generally agreed about the characteristics of peer assessment. They prefer a system that is 100% anonymous, provides immediate feedback, focuses on both unprofessional and professional behaviors, and uses peer assessment formatively while rewarding exemplary behavior and addressing serious repetitive professional lapses. The system, they emphasize, must be embedded in a supportive environment.
Students' agreement about peer-assessment characteristics suggests that one system can be created to meet the majority of students' preferences. Once implemented, the system should be monitored for student acceptability to maximize participation and to determine the formative and summative value of the process.
同行评估是了解医学生职业素养的重要信息来源。然而，如何最好地促进对学生职业行为的同行评估仍有待解答。本报告通过一项多机构研究，从学生对职业素养同行评估的系统特征的看法出发，扩展了先前的研究。它考察了来自不同学校和年级的学生是否更喜欢同行评估的不同特征，以便坦诚地相互评估，还是可以设计一个单一的系统。然后确定由此产生的首选系统的特征。
在2004 - 2005学年开始时，四所学校一至四年级的学生（2115名中的1661名；78%）回答了一项关于哪些同行评估特征——例如，谁接受评估、其匿名性和时间安排——会阻碍或鼓励他们参与的调查。使用多变量方差分析来检测各机构和各年级学生之间的差异。
不同年级和学校的学生对同行评估的特征普遍达成共识。他们更喜欢一个100%匿名、能提供即时反馈、既关注不专业行为也关注专业行为、在奖励模范行为和处理严重反复出现的职业失误时进行形成性同行评估的系统。他们强调，该系统必须嵌入一个支持性的环境中。
学生对同行评估特征的共识表明，可以创建一个系统来满足大多数学生的偏好。一旦实施，应监测该系统的学生接受度，以最大限度地提高参与度，并确定该过程的形成性和总结性价值。
