Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, O'Dowd Hall, Room 466, 586 Pioneer Drive, Rochester, MI, 48309, USA.
Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Kresge Library, #130, 100 Library Drive, Rochester, MI, 48309, USA.
BMC Med Educ. 2019 Aug 23;19(1):321. doi: 10.1186/s12909-019-1755-z.
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.
The 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.
The 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.
This 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.
同伴评价可以为医学生提供有价值的反馈，提高学生的信心和工作质量。本系统评价的目的是研究在医学教育中的合作学习中，同伴反馈的利用、效果和质量。
本系统评价按照 PRISMA 声明进行报告，以指导系统评价过程。使用 Colthart 评估证据水平和 Kirkpatrick 评估结果类型。两位主要作者对文章进行了审查，第三位作者对有争议的结果做出了决定。
最终的综述包括 31 项研究。基于问题的学习和团队学习是最常见的合作学习环境。11 项研究报告称，学生接受了如何提供适当的同伴反馈的指导。没有研究描述是否由教师评估反馈的质量。17 项研究评估了同伴反馈对专业精神的影响；其中 12 项研究评估了其评估专业精神的有效性，8 项研究评估了同伴反馈在专业行为发展中的作用。10 项研究考察了同伴反馈对学生学习的影响。6 项研究考察了同伴反馈对团队动态的作用。
本系统评价表明，在合作学习环境中，同伴反馈可能是一种可靠的专业评估方法，并且可能有助于专业行为的发展。该综述提出了进一步研究同伴反馈影响的意义，包括提供关于如何提供适当的同伴反馈的指导的效果。
