Implementing peer assessment to explore medical student’s conceptual learning and contribution to project-based assignment

Abstract

Background: Peer assessment (PA) has been demonstrated to be an effective educational intervention for medical students. In medical education, PA is primarily utilized in teaching professional skill. Role of PA in conceptual learning and project-based learning is not much explored. Aims and Objectives: This study investigated effect of PA on conceptual deep learning and contribution of students to project-based assignment. Materials and Methods: A total of 100 1st year medical students (2022–2023 batch) of Rampurhat Government Medical College were assigned a project of poster preparation on action potential of nerve. The students were divided into three groups according to their scores in two previous formative assessments, Group 1 or high achievers (score 60% and above), Group 2 or medium achievers (score 50–59%), and Group 3 or low achievers (score below 50%). Each group was further stratified randomly into control group and intervention group. Then, content and process outcome of individual and groups were assessed. Student’s perception on PA was also documented in a questionnaire having five-point scale plus two open-ended questions. Results: The individual knowledge gain or content outcome score of all three interventional groups were increased as compared to the respective control groups and this change was statistically significant among medium achievers (P = 0.00033). The content and process outcome of group performance of high achievers group (both control and interventional) showed significantly low score as compared to all other groups. About 50% of students felt PA helped them to clear difficult concept. About 55% of students agreed that PA helped them to improve team work and communication skill. Conclusion: Medium- and low-achieving students in the PA group performed significantly better on the assignment than their counterparts in the no PA group. High achievers, on the other hand, although outnumbered in individual knowledge gain than the medium and low-scoring groups, failed to show their supremacy in group performance and teamwork.