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Methods revealing consistency in stu...

Gray, Lincoln Clifton.

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Methods revealing consistency in students' judgments of peer performance in medical-school problem based learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Methods revealing consistency in students' judgments of peer performance in medical-school problem based learning./
作者:	Gray, Lincoln Clifton.
面頁冊數:	70 p.
附註:	Adviser: Wilford A. Weber.
Contained By:	Masters Abstracts International45-02.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1439952
ISBN:	9780542998508

Methods revealing consistency in students' judgments of peer performance in medical-school problem based learning.
Gray, Lincoln Clifton.

Methods revealing consistency in students' judgments of peer performance in medical-school problem based learning. - 70 p.

Adviser: Wilford A. Weber.

Thesis (M.Ed.)--University of Houston, 2006.

Two psychophysical scaling methods were evaluated as candidate instruments of peer review by medical students. There is a need for students to learn and practice peer review. The methods were investigated in small-group, student-centered learning exercises termed "Problem-Based Learning" (PBL) where students decide what to learn and when that learning is achieved. Eight PBL groups at the UT Medical School, 47 students and 11 faculty facilitators, voluntarily participated as subjects. Subjects indicated the perceived similarity between all pairs of students (unconstrained judgments) as well as voted for which student in each pair performed better in their group (directional global judgment). Students were more consistent than chance both within and between observers in the forced choice votes and as a group in the proximity judgments. Students agreed with faculty. The demonstrated reliability and validity of peer review suggests that these methods should be considered as a component of PBL learning.

ISBN: 9780542998508Subjects--Topical Terms:

1017668
Education, Health.

Methods revealing consistency in students' judgments of peer performance in medical-school problem based learning.
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