School of Medicine and Pharmacy, Laboratory for Marine Drugs and Bioproducts of Qingdao National Laboratory for Marine Science and Technology, Ocean University of China, Qingdao, 266003, China.
BMC Med Educ. 2023 May 22;23(1):362. doi: 10.1186/s12909-023-04352-8.
Timely and accurate feedback is a crucial component for effective undergraduate learning. However, with the expansion of university enrolment in China, student numbers have increased rapidly and, in traditional university classrooms, it is often difficult for the teacher - as the only evaluator - to accommodate students' diverse needs and learning styles, and provide timely learning feedback. In our teaching practice research, we combined mutual peer evaluation with cooperative learning, and proposed a peer learning and assessment model (PLAM) that encouraged students to cooperate and compete, leading to greater efficiency in giving feedback. The ultimate goal was to improve students' learning ability. This study aimed to investigate the effect and influencing factors of PLAM in an undergraduate course entitled 'Medicinal Chemistry of Natural Products'.
We surveyed the entire pharmacy student body (95 students). Each student was required to provide feedback to the other members within the same study group and students in other groups. We evaluated the effectiveness of PLAM in five aspects: basic information, learning attitude, participation, interpersonal relationship, and organizational approach. The questionnaire was administered online using the Star survey platform. Data were exported to Excel and meta-analysis was performed using SPSS.
PLAM effectively increased feedback efficiency, enhancing students' learning interest and ability. An ordered logistic regression analysis model was used to analyze the factors influencing the PLAM learning effect. Three factors - learning attitude, participation, and interpersonal relationship - explained up to 71.3% of the model.
The PLAM adopted in this research is an effective learning and evaluation model that can promote collaborative learning and increase learning enthusiasm. It is more suitable for knowledge expansion learning and comprehensive practical learning where teachers cannot be present for the entire process. Students should be encouraged to establish appropriate learning attitudes and a positive group atmosphere. PLAM can positively impact college curriculum learning and could be extended to other teaching domains.
及时准确的反馈是有效本科学习的关键组成部分。然而，随着中国高校招生规模的扩大，学生人数迅速增加，在传统的大学课堂上，教师作为唯一的评价者，往往难以满足学生多样化的需求和学习方式，提供及时的学习反馈。在我们的教学实践研究中，我们将相互同伴评价与合作学习相结合，提出了一种同伴学习和评估模型（PLAM），鼓励学生合作与竞争，从而提高反馈效率。最终目标是提高学生的学习能力。本研究旨在探讨同伴学习和评估模型（PLAM）在一门题为“天然产物的药物化学”的本科课程中的效果及其影响因素。
我们调查了整个药学专业的学生（95 名学生）。要求每个学生向同一学习小组的其他成员以及其他小组的学生提供反馈。我们从五个方面评估 PLAM 的有效性：基本信息、学习态度、参与度、人际关系和组织方法。问卷调查采用在线方式，使用 Star 调查平台进行。数据导出到 Excel 中，使用 SPSS 进行元分析。
PLAM 有效地提高了反馈效率，增强了学生的学习兴趣和能力。采用有序逻辑回归分析模型对影响 PLAM 学习效果的因素进行分析。学习态度、参与度和人际关系三个因素解释了模型的 71.3%。
本研究采用的 PLAM 是一种有效的学习和评估模型，可促进协作学习，提高学习积极性。它更适用于教师不能全程参与的知识扩展学习和综合实践学习。应鼓励学生建立恰当的学习态度和积极的小组氛围。PLAM 可以对大学课程学习产生积极影响，并可扩展到其他教学领域。
