Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program

Hegg, Reime Marit; Ivan, Kvam Fred; Johnsgaard, Tone; Aarflot, Morten

doi:10.1016/j.nepr.2019.102666

Cited by 9 publications

(10 citation statements)

References 35 publications

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“…Trainers for SBSA probably need specific skills because of the high number of potential errors or biases in SBSA, despite the quest for objectivity (Table 6 ) [ 106 ]. The difficulty in ensuring objectivity is likely the reason why the use of self or peer assessment in the context of SBSA is not well documented and the literature does not yet support it [ 59 , 60 , 107 , 108 ].…”

Section: Resultsmentioning

confidence: 99%

“…In a summative context, a tool must have demonstrated a highlevel of validity to be used because of the high stake for the participants [56]. Finally, the use or creation of an assessment tool requires trainers to question its various aspects, from how it was created to its reproducibility and the meaning of the results generated [59,60].…”

Section: Simulators (High and Low-technologymentioning

confidence: 99%

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Simulation-based summative assessment in healthcare: an overview of key principles for practice

et al. 2022

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Background Healthcare curricula need summative assessments relevant to and representative of clinical situations to best select and train learners. Simulation provides multiple benefits with a growing literature base proving its utility for training in a formative context. Advancing to the next step, “the use of simulation for summative assessment” requires rigorous and evidence-based development because any summative assessment is high stakes for participants, trainers, and programs. The first step of this process is to identify the baseline from which we can start. Methods First, using a modified nominal group technique, a task force of 34 panelists defined topics to clarify the why, how, what, when, and who for using simulation-based summative assessment (SBSA). Second, each topic was explored by a group of panelists based on state-of-the-art literature reviews technique with a snowball method to identify further references. Our goal was to identify current knowledge and potential recommendations for future directions. Results were cross-checked among groups and reviewed by an independent expert committee. Results Seven topics were selected by the task force: “What can be assessed in simulation?”, “Assessment tools for SBSA”, “Consequences of undergoing the SBSA process”, “Scenarios for SBSA”, “Debriefing, video, and research for SBSA”, “Trainers for SBSA”, and “Implementation of SBSA in healthcare”. Together, these seven explorations provide an overview of what is known and can be done with relative certainty, and what is unknown and probably needs further investigation. Based on this work, we highlighted the trustworthiness of different summative assessment-related conclusions, the remaining important problems and questions, and their consequences for participants and institutions of how SBSA is conducted. Conclusion Our results identified among the seven topics one area with robust evidence in the literature (“What can be assessed in simulation?”), three areas with evidence that require guidance by expert opinion (“Assessment tools for SBSA”, “Scenarios for SBSA”, “Implementation of SBSA in healthcare”), and three areas with weak or emerging evidence (“Consequences of undergoing the SBSA process”, “Debriefing for SBSA”, “Trainers for SBSA”). Using SBSA holds much promise, with increasing demand for this application. Due to the important stakes involved, it must be rigorously conducted and supervised. Guidelines for good practice should be formalized to help with conduct and implementation. We believe this baseline can direct future investigation and the development of guidelines.

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Section: Resultsmentioning

confidence: 99%

Section: Simulators (High and Low-technologymentioning

confidence: 99%

Simulation-based summative assessment in healthcare: an overview of key principles for practice

et al. 2022

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“…Firstly, the information is self-reported, and while there is reasonable evidence that students react positively to the opportunity to participate in IPL simulation interventions, there is only limited evidence that such an intervention improves student knowledge and skill in areas such as teamwork and communication. However, for the studies that did measure both self-reported and objective increase in interprofessional skills, these did positively correlate with improved skill level (Atack et al, 2009;Hegg et al, 2020;Krumwiede et al, 2019;Luctkar-Flude, Baker, Pulling, et al, 2010;Ragucci et al, 2016;Reese et al, 2010;Smithburger et al, 2013). Secondly, the vast majority of results were based on immediate post-test results (JET Level 1) rather than longitudinal effects and sustainable outcomes.…”

Section: The Use Of Interprofessional Simulation Interventions In Medical Student Educationmentioning

confidence: 99%

The use of interprofessional simulation interventions in medical student education: A scoping review

Langton

Dounas

Moore

et al. 2021

FoHPE

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Introduction: Simulation is commonly used by health and education institutions to facilitate interprofessional learning (IPL). The use of simulation in IPL is resource intensive. Evidence of what works, and with whom, is important to inform practice, policymaking and further research. The aim of this scoping review was to summarise the existing literature on IPL involving medical students, where simulation was the teaching modality. This review examined a variety of simulation-based interventions used to teach IPL to medical students and identified key features and outcomes. Methods: The databases Pubmed, Medline, EMBASE and PsychINFO were searched using the terms related to medical student and simulation combined with interprofessional. Included articles involved medical students alongside a student or practitioner from at least one other health profession taking part in at least one simulation session. Data extraction was performed by two authors using a standardised form. Results: It emerged that simulations of medical emergencies were the most common format to deliver IPL interventions. Most studies evaluated the success of their IPL intervention using the Readiness for Interprofessional Learning Scale (RIPLS). Conclusion: All studies were successful in improving student attitudes towards IPL and interprofessional collaboration when these were measured outcomes. Formal team training prior to simulation is effective in improving teamwork skills. IPL interventions with participants from a greater mix of professions have more positive results.

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“…It allows students to be active if compared to past technologies and common instruction. Throughout peer assessment students receive in a short time feedback on the strength and weakness in their writing after training on peer assessment [2]. Although, peer assessment is viewed to be positive in the education process.…”

Section: Introductionmentioning

confidence: 99%

“…The quality of online peer assessment was discovered to be inversely linked to the difficulty of the assignment's evaluation [15]- [16]. Peer assessment has been tried out in many English language classes, some found it helpful [17]- [20], while others found that it gives only a little impact [2], [11], [21]. While the impact of the peer assessment strategy on the student achievement process has been widely acknowledged, there are concerns as to whether students have the ability to accurately judge the work of peers [22]- [24].…”

Section: Introductionmentioning

confidence: 99%

Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

Almahasneh¹,

Abdul-Hamid²

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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Despite the crucial role of EFL teachers in enhancing EFL learners' academic writing, addressing EFL teacher classroom stress still stand as significant challenge in education. This study describes two newly developed sets of peer assessment (PA) rubrics on English academic writing of EFL learners. The peer assessment rubrics named PA rubric (PAR A) and PA rubric were adapted from Oshima and Hogue [1]. While both sets of rubrics focus on the components of an essay, each rubric assesses the language criteria differently. Adopting an experimental design, 10 EFL Arab learners enrolled in the Preparatory English Course at the University of Tabuk, Saudi Arabia participated in the pilot study. The participants were randomly assigned into two groups. Both groups were asked to write an academic essay of 250 words, later assessed one essay written by a peer in the other group. Group A used Peer Assessment Rubric A, while Group B used Peer Assessment Rubric B. All ten essays were assessed by two English lecturers based on an agreed essay marking rubric. The findings indicated that there is no significant difference between the two PA rubrics (PAR A and PAR B) and teachers' assessment at p < 0.073 and p < 0.097, respectively. This suggests that PAR A and B manage to guide the peer assessors in evaluating essays as similar as their English teachers' assessment. The preliminary findings suggest that both Peer Assessment Rubrics were suitable for the use of EFL learners in assessing academic essays.

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Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program

Cited by 9 publications

References 35 publications

Simulation-based summative assessment in healthcare: an overview of key principles for practice

Simulation-based summative assessment in healthcare: an overview of key principles for practice

The use of interprofessional simulation interventions in medical student education: A scoping review

Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

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