Browse
Submit Data
Databases
API
Help

Dataset Information

0 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

Reliability assessment of a peer evaluation instrument in a team-based learning course.

ABSTRACT: OBJECTIVE:To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting. METHODS:Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC). RESULTS:We found little variation in the standard deviation (SD) based on the score means among the high, medium, and low scores within each group. The lack of variation in SD of results between groups suggests that the peer evaluation instrument produces precise results. The ICC showed strong concordance among raters. CONCLUSIONS:Findings suggest that our student peer evaluation instrument provides a reliable method for peer assessment in team-based learning settings.

SUBMITTER: Wahawisan J

PROVIDER: S-EPMC4800015 | biostudies-literature | 2016 Jan-Mar

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Publications

Reliability assessment of a peer evaluation instrument in a team-based learning course.

Wahawisan Joy J Salazar Miguel M Walters Robin R Alkhateeb Fadi M FM Attarabeen Omar O

Pharmacy practice 20160101 1

<h4>Objective</h4>To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting.<h4>Methods</h4>Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC).<h4>Results</h4>We found little variation in the ...[more]

PMID: 27011776

Similar Datasets

Physical therapy students' perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument.

Project description:PurposeThe objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI).MethodsThe TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students' perceptions of accountability, preference for lecture or TBL, and student satisfaction.ResultsThe means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5).ConclusionThe physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

| S-EPMC3977364 | biostudies-literature

The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students' attitude toward team-based learning.

Project description:PurposeIt aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students' attitude toward TBL.MethodsTBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools.ResultsStudents' response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach's alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford's scores being statistically higher (P<0.005).ConclusionThis validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching.

| S-EPMC5066072 | biostudies-literature

Assessment of students' satisfaction with a student-led team-based learning course.

Project description:PurposeTo date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective.MethodsThird-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning.ResultsThe majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises.ConclusionThis study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

| S-EPMC4536354 | biostudies-literature

Perception of team-based learning using the team-based learning student assessment instrument: an exploratory analysis within pharmacy and biomedical students in the United Kingdom.

Project description:PurposeThis study aimed to evaluate students' perception of team-based learning (TBL) amongst a cohort who was exposed to this methodology for the first time at an university in the United Kingdom .MethodsBetween November and December 2018, 26 first year Master of Pharmacy and 90 second year B.Sc. Biomedical Science students of School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the team-based-learning student assessment instrument (TBL-SAI) instrument. It additionally contained questions about key student characteristics.ResultsThe response rate was 60% (70/116), 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (SD 5.6) [maximum score: 140] which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographics characteristics. Students who predicted a final result of ≥70% strongly agreed that TBL help improve their grades. Some students highlighted issues with working in teams and only 56% of students agreed that they could learn better in a team setting.ConclusionThis study shows that students exposed to TBL for the first-time favour several aspects of it. However, more focused strategies including team-building exercises activities and expert facilitation skills could potentially tackle resistance to working in teams.

| S-EPMC6746672 | biostudies-literature

Peer review in team-based learning: influencing feedback literacy.

Project description:BackgroundPeer 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'.MethodsYear 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.ResultsStudents 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.ConclusionsTo increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training.

| S-EPMC8359024 | biostudies-literature

Suicide Assessment and Management Team-Based Learning Module.

Project description:IntroductionSuicide is a global health problem that health care providers must feel comfortable addressing. Unfortunately, many health care providers are not equipped to assess and treat patients at risk for suicide due to lack of training and education. Interactive resources are needed to educate health professions students about the management of suicidal patients.MethodsThe suicide assessment and management team-based learning (TBL) module was developed to address the gap in suicide education. After completing the module, students were able to identify key elements for a comprehensive assessment of a patient's risk for suicide and to discuss clinical management for a suicidal patient. The activity was designed for second-year medical students during a psychopathology course, the last organ-system course prior to clerkships. This module could also be used or modified to meet the educational requirements for other health professions, including medical residents, nurse practitioner students, and physician assistant students.ResultsA total of 342 students among 62 teams participated in the TBL over a period of 3 consecutive years. The class averages for the individual Readiness Assurance Test ranged from 80% to 88%. The class averages for the team Readiness Assurance Test and application questions were comparable across all 3 years. Course evaluations showed the TBL helped students think critically and integrate information to prepare them for their future careers.DiscussionOverall, this TBL was an effective educational tool that stimulated high-quality discussion, in which students remained engaged and asked thought-provoking questions.

| S-EPMC7449577 | biostudies-literature

Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project.

Project description:The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue.During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis.The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued.Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.

| S-EPMC4895850 | biostudies-other

Factors Influencing Quality of Team Discussion: Discourse Analysis in an Undergraduate Team-Based Learning Biology Course.

Project description:Group activities as part of active-learning pedagogies are thought to be effective in promoting student learning in part because of the quality of discussion they engender in student teams. Not much is known, however, about which instructional factors are most important in achieving productive conversation or how these factors may differ among different collaborative pedagogies. We explored what provokes meaningful group discussions in a university physiology course taught using team-based learning (TBL). We were most interested in discussions that evoke explanations that go beyond statements of basic facts and into disciplinary reasoning. Using transcribed conversations of four randomly selected teams three times throughout the semester, we analyzed three distinct discursive phenomena-conceptual explanations, re-evaluations, and co-construction-that occurred in productive conversations. In this paper, we provide examples from student discussions showing the role of each of these elements in moving students toward conceptual understanding. These phenomena were more likely to occur in response to higher-order questions in Bloom's taxonomy. Preclass preparation and student accountability as part of TBL may be important factors in this finding. We share implications for practice based on our results.

| S-EPMC8697641 | biostudies-literature

Peer-Led Team Learning Helps Minority Students Succeed.

Project description:Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

| S-EPMC4784972 | biostudies-literature

Reliability and Validity of the Revised Transfer Assessment Instrument.

Project description:Background: Proper transfer technique is associated with improved biomechanics and decreased pain and pathology. However, many users do not use proper technique, and appropriate assessment and training are needed to address these deficits. The transfer assessment instrument (TAI) 4.0 was designed to meet those needs and improve on past versions by removing the need for clinician training, shortening administration time, and simplifying question content. Objectives: Evaluate the psychometric properties of the TAI 4.0. Methods: A convenience sample of full-time wheelchair users was scored on multiple transfers by four raters to assess interrater, intrarater, and test-retest reliability and concurrent validity of the TAI 4.0. Each user also was scored using a visual analog scale (VAS). Results: For 44 participants, the mean TAI 4.0 and VAS across all transfers were 7.58 ± 1.12 and 7.44 ± 1.78, respectively, and scores were significantly correlated (r = 0.52-0.7). VAS scores were more strongly influenced by the flight/landing and body setup phases of the transfer. There were no significant associations between TAI 4.0 score and demographics. Intraclass correlation coefficients (ICC) ranged from 0.80 to 0.85 for interrater reliability, 0.60 to 0.76 for intrarater reliability, and 0.55 to 0.76 for test-retest reliability. The minimum detectable change (MDC) for the total score ranged from 1.02 to 1.30. Conclusion: The TAI 4.0 provides reliable and valid quantitative assessment of an individual's transfer without the need for comprehensive training, as is the case with the TAI 3.0. The tool can be completed in 3 minutes (average) in a clinical setting with only a ruler and goniometer.

| S-EPMC6037322 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data