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Peer review in team-based learning: influencing feedback literacy

BACKGROUND: Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that eng...

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Autores principales: Burgess, Annette, Roberts, Chris, Lane, Andrew Stuart, Haq, Inam, Clark, Tyler, Kalman, Eszter, Pappalardo, Nicole, Bleasel, Jane
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8359024/
https://www.ncbi.nlm.nih.gov/pubmed/34384418
http://dx.doi.org/10.1186/s12909-021-02821-6
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author Burgess, Annette
Roberts, Chris
Lane, Andrew Stuart
Haq, Inam
Clark, Tyler
Kalman, Eszter
Pappalardo, Nicole
Bleasel, Jane
author_facet Burgess, Annette
Roberts, Chris
Lane, Andrew Stuart
Haq, Inam
Clark, Tyler
Kalman, Eszter
Pappalardo, Nicole
Bleasel, Jane
author_sort Burgess, Annette
collection PubMed
description BACKGROUND: Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’. METHODS: Year 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors. RESULTS: Students demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback. CONCLUSIONS: To increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-02821-6.
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spelling pubmed-83590242021-08-16 Peer review in team-based learning: influencing feedback literacy Burgess, Annette Roberts, Chris Lane, Andrew Stuart Haq, Inam Clark, Tyler Kalman, Eszter Pappalardo, Nicole Bleasel, Jane BMC Med Educ Research Article BACKGROUND: Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’. METHODS: Year 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors. RESULTS: Students demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback. CONCLUSIONS: To increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-02821-6. BioMed Central 2021-08-12 /pmc/articles/PMC8359024/ /pubmed/34384418 http://dx.doi.org/10.1186/s12909-021-02821-6 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research Article
Burgess, Annette
Roberts, Chris
Lane, Andrew Stuart
Haq, Inam
Clark, Tyler
Kalman, Eszter
Pappalardo, Nicole
Bleasel, Jane
Peer review in team-based learning: influencing feedback literacy
title Peer review in team-based learning: influencing feedback literacy
title_full Peer review in team-based learning: influencing feedback literacy
title_fullStr Peer review in team-based learning: influencing feedback literacy
title_full_unstemmed Peer review in team-based learning: influencing feedback literacy
title_short Peer review in team-based learning: influencing feedback literacy
title_sort peer review in team-based learning: influencing feedback literacy
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8359024/
https://www.ncbi.nlm.nih.gov/pubmed/34384418
http://dx.doi.org/10.1186/s12909-021-02821-6
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