Alfakhry Ghaith, Mustafa Khattab, Alagha M Abdulhadi, Zayegh Obada, Milly Hussam, Shwikani Feras Al, Jamous Issam
Education Quality and Scientific Research Office, Al-Sham Private University, Damascus, Syria.
Faculty of Dentistry, Damascus University, Damascus, Syria.
BDJ Open. 2022 Aug 1;8(1):22. doi: 10.1038/s41405-022-00116-6.
The study was conducted to investigate whether peer-assessment among dental students at the clinical stage can be fostered and become closer to that of experienced faculty assessors.
A prospective pilot study was conducted in 2021 at the Faculty of Dentistry, Damascus University. Sixteen 5th year clinical students volunteered to participate in the study. A modified version of the validated Peer Direct Observation of Procedural Skills (Peer-DOPS) assessment form was used together with a grading rubric. Participants undertook peer-assessment on their colleagues across three encounters. The difference between peers and faculty assessment was the main variable.
The mean difference between peers and faculty assessment decreased after each encounter with a significant difference and a medium effect size between the first and third encounters (p = 0.016, d = 0.67). Peer-assessment was significantly higher than faculty, however, the overestimation declined with each encounter reducing the difference between peer- and faculty assessment. Peers' perception of the educational benefit of conducting assessment was overwhelmingly positive, reporting improvements in their own performance.
This pilot study provides preliminary evidence that dental students assessment ability of their peers can be fostered and become closer to that of experienced faculty assessment with practice and assessment-specific instruction.
本研究旨在调查临床阶段牙科学生之间的同伴评估是否能够得到促进，并更接近经验丰富的教师评估者的评估。
2021年在大马士革大学牙科学院进行了一项前瞻性试点研究。16名五年级临床学生自愿参与该研究。使用经过验证的同伴直接观察程序技能（Peer-DOPS）评估表的修改版以及评分标准。参与者在三次接触中对他们的同事进行同伴评估。同伴评估与教师评估之间的差异是主要变量。
每次接触后，同伴评估与教师评估之间的平均差异均有所降低，第一次和第三次接触之间存在显著差异且效应量中等（p = 0.016，d = 0.67）。同伴评估显著高于教师评估，然而，高估程度随着每次接触而下降，从而缩小了同伴评估与教师评估之间的差异。同伴对进行评估的教育益处的看法绝大多数是积极的，报告称他们自己的表现有所改善。
这项试点研究提供了初步证据，表明牙科学生对同伴的评估能力可以通过实践和特定评估指导得到培养，并更接近经验丰富的教师评估。
