292
Views
0
CrossRef citations to date
0
Altmetric
Twelve Tips

Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education

ORCID Icon, , , , , , & ORCID Icon show all
Received 19 Aug 2023, Accepted 20 Dec 2023, Published online: 26 Jan 2024

References

  • Abdulghani HM, Irshad M, Haque S, Ahmad T, Sattar K, Khalil MS. 2017. Effectiveness of longitudinal faculty development programs on MCQs items writing skills: a follow-up study. PloS One. 12(10):e0185895. doi:10.1371/journal.pone.0185895.
  • Best RR, Walsh JL, Denny P, Harris BHL. 2016. “Peer Review: a Valuable Strategy for Improving the Quality of Student-Written Questions.” In. https://www.medicaleducators.org/write/MediaManager/Abstract_Book_2016.pdf.
  • Biesma R, Kennedy M, Pawlikowska T, Brugha R, Conroy R, Doyle F. 2019. Peer assessment to improve medical student’s contributions to team-based projects: randomised controlled trial and qualitative follow-up. BMC Med Educ. 19(1):371. doi:10.1186/s12909-019-1783-8.
  • Billings MS, DeRuchie K, Hussie K, Kulesher A, Merrell J, Morales A, Paniagua MA, Sherlock J, Swygert KA, Tyson J. 2020. NBME ITEM-WRITING GUIDE: constructing Written Test Questions for the Health Sciences. National Board of Medical Examiners. https://www.nbme.org/item-writing-guide.
  • Burgess A, McGregor D. 2018. Peer teacher training for health professional students: a systematic review of formal programs. BMC Med Educ. 18(1):263. doi:10.1186/s12909-018-1356-2.
  • Chou CL, Kalet A, Costa MJ, Cleland J, Winston K. 2019. Guidelines: the dos, don’ts and don’t knows of remediation in medical education. Perspect Med Educ. 8(6):322–338. doi:10.1007/s40037-019-00544-5.
  • Cushing A, Abbott S, Lothian D, Hall A, Westwood OMR. 2011. Peer feedback as an aid to learning – what do we want? Feedback. When do we want it? Now!. Med Teach. 33(2):e105-12–e112. doi:10.3109/0142159x.2011.542522.
  • DeVoe P, Niles C, Andrews N, Benjamin A, Blacklock L, Brainard A, Colombo E, Dudley B, Koinis C, Osgood M. 2007. Lessons learned from a study-group pilot program for medical students perceived to be ‘at risk. Med Teach. 29(2-3):e37–40–e40. doi:10.1080/01421590601034688.
  • EBMA. Guidelines for item writing. 2016. Accessed July 27, 2023 https://www.ebma.eu/wp-content/uploads/2019/02/EBMA-guidelines-for-item-writing-version-2017_3.pdf.
  • Evans DE, Alstead EM, Brown J. 2010. Applying your clinical skills to students and trainees in academic difficulty. Clin Teach. 7(4):230–235. doi:10.1111/j.1743-498X.2010.00411.x.
  • Frellsen SL, Baker EA, Papp KK, Durning SJ. 2008. Medical school policies regarding struggling medical students during the internal medicine clerkships: results of a national survey. Acad Med. 83(9):876–881. doi:10.1097/acm.0b013e318181da98.
  • Harris BL, Walsh JL, Tayyaba S, Harris DA, Wilson DJ, Smith PE. 2015. A novel student-led approach to multiple-choice question generation and online database creation, with targeted clinician input. Teach Learn Med. 27(2):182–188. doi:10.1080/10401334.2015.1011651.
  • Harvey PR, Higenbottam CV, Owen A, Hulme J, Bion JF. 2012. Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience. Resuscitation. 83(7):894–899. doi:10.1016/j.resuscitation.2012.01.013.
  • Hattie J, Timperley H. 2007. The power of feedback. Review of Educational Research. 77(1):81–112. doi:10.3102/003465430298487.
  • Heinke W, Rotzoll D, Hempel G, Zupanic M, Stumpp P, Kaisers UX, Fischer MR. 2013. Students benefit from developing their own emergency medicine OSCE stations: a comparative study using the matched-pair method. BMC Med Educ. 13(1):138. doi:10.1186/1472-6920-13-138.
  • Hussain I, Mubashar A, Singh H. 2020. Final year medical students’ perspective on the use of peer assessments in the training of future doctors to obtain and provide quality feedback [Letter]. Adv Med Educ Pract. 11(11):693–694. doi:10.2147/amep.s283085.
  • Kalet A, Chou CL. 2014. Remediation in Medical Education. New York: Springer.
  • Lee CB, Madrazo L, Khan U, Thangarasa T, McConnell M, Khamisa K. 2018. A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience. Med Educ Online. 23(1):1440111. doi:10.1080/10872981.2018.1440111.
  • Lerchenfeldt S, Taylor TAH. 2020. Best practices in peer assessment: training tomorrow’s physicians to obtain and provide quality feedback [Response to Letter]. Adv Med Educ Pract. 11:851–852. doi:10.2147/amep.s289790.
  • Maher BM, Hynes H, Sweeney C, Khashan AS, O’Rourke M, Doran K, Harris A, O’ Flynn S. 2013. Medical school attrition-beyond the statistics a ten year retrospective study. BMC Med Educ. 13(1):13. doi:10.1186/1472-6920-13-13.
  • Malau-Aduli BS, Zimitat C. 2012. Peer review improves the quality of MCQ examinations. Assess Eval Higher Educ. 37(8):919–931. doi:10.1080/02602938.2011.586991.
  • Murdoch-Eaton D, Sargeant J. 2012. Maturational differences in undergraduate medical students’ perceptions about feedback. Med Educ. 46(7):711–721. doi:10.1111/j.1365-2923.2012.04291.
  • Mushtaq M, Mateen MA, Haider KH. 2020. Student-generated formative assessment and its impact on final assessment in a problem-based learning curriculum. Saudi J Health Sci. 9(2):77. doi:10.4103/sjhs.sjhs_98_20.
  • Nemec EC, Welch B. 2016. The impact of a faculty development seminar on the quality of multiple-choice questions. Curr Pharm Teach Learn. 8(2):160–163. doi:10.1016/j.cptl.2015.12.008.
  • O’Neill LD, Morcke AM, Eika B. 2016. The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study. Adv Health Sci Educ Theory Pract. 21(5):1061–1079. doi:10.1007/s10459-016-9677-6.
  • Price M, Carroll J, O’Donovan B, Rust C. 2010. If I was going there I wouldn’t start from here: a critical commentary on current assessment practice. Assess Eval Higher Educ. 36(4):479–492. doi:10.1080/02602930903512883.
  • Pumilia CA, Lessans S, Harris D. 2020. An evidence-based guide for medical students: how to optimize the use of expanded-retrieval Platforms. Cureus. 12(9):e10372. doi:10.7759/cureus.10372.
  • Reiter HI, Rosenfeld J, Nandagopal K, Eva KW. 2004. Do clinical clerks provide candidates with adequate formative assessment during objective structured clinical examinations? Adv Health Sci Educ Theory Pract. 9(3):189–199. doi:https://doi.org/10.1023/b:ahse.0000038172.97337.d5.
  • Rumack CM, Guerrasio J, Christensen A, Aagaard EM. 2017. Academic remediation. Acad Radiol. 24(6):730–733. doi:10.1016/j.acra.2016.12.022.
  • Thampy H, Walsh JL, Harris BHL. 2023. Playing the game: the educational role of gamified peer-led assessment. Clin Teach. 20(4):e13594. doi:https://doi.org/10.1111/tct.13594.
  • Thistlethwaite J. 2012. Interprofessional education: a review of context, learning and the research agenda. Med Educ. 46(1):58–70. doi:10.1111/j.1365-2923.2011.04143.x.
  • Thornhill-Miller B, Camarda A, Mercier M, Burkhardt J-M, Morisseau T, Bourgeois-Bougrine S, Vinchon F, El Hayek S, Augereau-Landais M, Mourey F, et al. 2023. Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. J Intell. 11(3):54. doi:10.3390/jintelligence11030054.
  • Van Duzer E, McMartin F. 2000. Methods to improve the validity and sensitivity of a self/peer assessment instrument. IEEE Trans Educ. 43(2):153–158. doi:10.1109/13.848067.
  • Wainer H, Feinberg R. 2015. For want of a nail: why unnecessarily long tests may be impeding the progress of western civilisation. Significance. 12(1):16–21. doi:10.1111/j.1740-9713.2015.00797.x.
  • Walsh JL, Harris BHL, Denny P, Smith PE. 2018. Formative student-authored question bank: perceptions, question quality and association with summative performance. Postgrad Med J. 94(1108):97–103. doi:10.1136/postgradmedj-2017-135018.
  • Walsh JL, Harris BHL, Smith PE. 2017. Single best answer question-writing tips for clinicians. Postgrad Med J. 93(1096):76–81. doi:10.1136/postgradmedj-2015-133893.
  • Walsh JL, Harris BHL, Tayyaba S, Harris D, Smith PE. 2016. Student-written single-best answer questions predict performance in finals. Clin Teach. 13(5):352–356. doi:10.1111/tct.12445.
  • Wormald BW, Schoeman S, Somasunderam A, Penn M. 2009. Assessment drives learning: an unavoidable truth? Anat Sci Educ. 2(5):199–204. doi:10.1002/ase.102.
  • Xavier C, Howard ML, Shah K, Guilbeau B, Richardson A. 2023. Influence of a peer-led mock osce on student performance and student and peer tutor perceptions. American Journal of Pharmaceutical Education. 87(8):100323. doi:10.1016/j.ajpe.2023.100323.
  • Yates J, James D. 2006. Predicting the ‘strugglers’: a case-control study of students atottinghamm university medical school. BMJ. 332(7548):1009–1013. doi:10.1136/bmj.38730.678310.63.