Department of Family Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York 14642, USA.
Acad Med. 2010 Jan;85(1):140-7. doi: 10.1097/ACM.0b013e3181c47a5b.
Peer assessment can predict future academic performance and provide medical students with reliable feedback about professionalism. It is unclear whether peer assessment fosters personal growth or transformations in attitudes or behaviors. The authors investigated what types of peer feedback students remember and what reactions or transformations students experience as a result of peer assessment.
In May 2005, the authors invited medical students from the second-year (n = 101) and fourth-year (n = 83) classes to provide narratives about how peer assessment affected their personal and professional development. All students had participated in peer assessment during required, formative comprehensive assessments. The authors analyzed responses using mixed qualitative-quantitative methods.
The 138 responses represented 82% and 69% of students from the fourth-year and second-year classes, respectively. Students recalled peer assessment content about both positive (e.g., teaching skills) and negative (e.g., overconfidence) qualities. Both positive (e.g., appreciation) and negative (e.g., anger) emotional reactions were reported. Many (67%) found peer assessment helpful, reassuring, or confirming of something they knew; 65% reported important transformations in awareness, attitudes, or behaviors because of peer assessment. Change was more likely when feedback was specific and described an area for improvement. Wholly negative responses to the peer assessment process were rare.
Peer assessment can be a powerful tool to assess and encourage formation of professional behaviors, particularly the interpersonal dimensions. Participants should receive training to provide specific, constructive feedback. The institutional culture should emphasize safety around feedback, while committing to rewarding excellence and addressing concerning behaviors.
同伴评估可以预测未来的学业表现，并为医学生提供关于专业精神的可靠反馈。目前尚不清楚同伴评估是否有助于个人成长或态度或行为的转变。作者调查了学生记住了哪些类型的同伴反馈，以及学生由于同伴评估而经历了哪些反应或转变。
2005 年 5 月，作者邀请了来自二年级（n=101）和四年级（n=83）的医学生提供叙述，说明同伴评估如何影响他们的个人和专业发展。所有学生都在必修的形成性综合评估中参与了同伴评估。作者使用混合定性-定量方法分析了回复。
138 份回复分别代表了四年级和二年级学生的 82%和 69%。学生回忆起同伴评估内容包括积极的（例如，教学技能）和消极的（例如，过于自信）品质。报告了积极的（例如，感激）和消极的（例如，愤怒）情绪反应。许多人（67%）认为同伴评估很有帮助、令人安心或证实了他们所知道的某些事情；65%的人表示，由于同伴评估，他们的意识、态度或行为发生了重要转变。当反馈具体并描述了一个需要改进的领域时，转变更有可能发生。对同伴评估过程的完全负面反应很少见。
同伴评估可以成为评估和鼓励形成专业行为的有力工具，特别是在人际交往方面。参与者应该接受培训以提供具体、建设性的反馈。机构文化应强调反馈的安全性，同时承诺奖励卓越表现并解决令人担忧的行为。
