Nishigawa Keisuke, Hayama Rika, Omoto Katsuhiro, Okura Kazuo, Tajima Toyoko, Suzuki Yoshitaka, Hosoki Maki, Ueda Mayu, Inoue Miho, Rodis Omar Marianito Maningo, Matsuka Yoshizo
Dr. Nishigawa is Professor, Department of Oral Health Sciences, Faculty of Health and Welfare, Tokushima Bunri University, Tokushima, Japan; Dr. Hayama is a Postgraduate Student, Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan; Dr. Omoto is a Postgraduate Student, Department of Stomatognathic Function and Occlusal Reconstruction, Institute of Biomedical Sciences, Tokushima University Graduate School, Tokushima, Japan; Dr. Okura is Associate Professor, Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan; Dr. Tajima is Assistant Professor, Oral Implant Center, Tokushima University Hospital, Tokushima, Japan; Dr. Suzuki is Assistant Professor, Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan; Dr. Hosoki is Assistant Professor, Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan; Dr. Ueda is Assistant Professor, Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan; Dr. Inoue is Assistant Professor, Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan; Dr. Rodis is Associate Professor, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan; and Dr. Matsuka is Professor, Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan.
J Dent Educ. 2017 Dec;81(12):1451-1456. doi: 10.21815/JDE.017.106.
The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.
本研究的目的是，与学期末考试成绩和基于团队学习（TBL）课程的成绩相比，确定在牙科教育中TBL课程的同伴评价的有效性。对日本一所牙科学院2013年至2015年六门固定义齿修复课程中的256名三、四年级牙科学生的考试成绩和TBL课程记录进行了调查。收集了这些课程期间的学期末考试结果、个人准备度保证测试（IRAT）、小组准备度保证测试（GRAT）、小组作业项目（GAP）以及TBL课程中对小组成员的同伴评价。在同伴评价、IRAT和学期末考试的所有组合之间发现了显著的正相关。个人成绩也与小组成绩（GRAT和GAP的总和）呈正相关。通过对六门课程相关性的调查，在六门课程中的四门课程中发现同伴评价与个人成绩之间存在显著的正相关。在本研究中，同伴评价似乎是TBL课程学习表现的一个有效指标。为了验证同伴评价的有效性，所有学生都必须认识到对团队成员表现进行评分的重要性。还需要明确的标准和详细的适当评价指导。
